Supervisors' pedagogical role at a clinical education ward - an ethnographic study
Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework fac...
Saved in:
Published in | BMC nursing Vol. 14; no. 55; p. 55 |
---|---|
Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
England
BioMed Central Ltd
01.01.2015
BioMed Central |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Abstract | Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients.
An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach.
Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness.
The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. |
---|---|
AbstractList | Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. Background Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. Method An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Results Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. Conclusion The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. Keywords: Clinical education ward, Pedagogical challenge, Supervisory team, Balancing patient-care and student learning BACKGROUND: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. METHOD: An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. RESULTS: Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. CONCLUSION: The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. Background Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. Method An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Results Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. Conclusion The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. BACKGROUNDClinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. METHODAn ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. RESULTSSupervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. CONCLUSIONThe supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. Background: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. Method: An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Results: Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. Conclusion: The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. 30 references Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. |
ArticleNumber | 55 |
Audience | Academic |
Author | Scheja, Max Henriksson, Elisabet Welin Manninen, Katri Silén, Charlotte |
Author_xml | – sequence: 1 givenname: Katri surname: Manninen fullname: Manninen, Katri organization: Department of Infectious Diseases, Karolinska University Hospital, Stockholm, Sweden – sequence: 2 givenname: Elisabet Welin surname: Henriksson fullname: Henriksson, Elisabet Welin organization: Karolinska Institutet, Department of Neurobiology, Care Sciences and Society, Stockholm, Sweden – sequence: 3 givenname: Max surname: Scheja fullname: Scheja, Max organization: Faculty of Social Science, Department of Education, Stockholm University, Stockholm, Sweden – sequence: 4 givenname: Charlotte surname: Silén fullname: Silén, Charlotte organization: Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/26549985$$D View this record in MEDLINE/PubMed https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-70531$$DView record from Swedish Publication Index https://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-1578$$DView record from Swedish Publication Index https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125345$$DView record from Swedish Publication Index http://kipublications.ki.se/Default.aspx?queryparsed=id:226549985$$DView record from Swedish Publication Index |
BookMark | eNqNk1tvFCEUxyemxl70A_hiJvFBkzqVywDDi8mm1kvSxMTb6wkL7CztLIww06bfXsZd167xUgiBHH7_AwfOOSz2fPC2KB5jdIJxw18mTCQmFcIsD8Qrfq84wLUgFZeM7d1a7xeHKV0gRFBNxYNin3BWS9mwg-Ljp7G38cqlENOzsrdGtaF1WnVlDJ0t1VCqUnfO_zBZM2o1uODLaxVNWZXKl3ZY-tBG1S-dLtMwmpuHxf2F6pJ9tJmPii9vzj6fvqvOP7x9fzo7r7TAbKgWknDVECs4nedm5ppIhDWWRjJBMKJzQRDnqjZEIIJtgyiyhjcWE46o4vSokGu_6dr24xz66FYq3kBQLq-DgY390k0DkgXyM-6sffFX7Wv3dQYhtpBGwITResKP_4_HyyVgJpq7OQ9xBIEYxRl_tcYzu7JGWz9E1e2Gs7Pj3RLacAU1p4yJ6XbPNw5i-DbaNMDKJW27TnkbxgRY1ILWiCF5B5QSiiTjJKNPf0Mvwhh9_lEgDefZmUDNvygshOSCCyZ_Ua3qLDi_CDkQPR0Ns7oWUoqGi0yd_IHK3diV0zn1Fy7bdwR4LdAxpBTtYvtoGMFUIbCuEMgVAlOFwJQ1T26_9laxTY3vnOQL8A |
CitedBy_id | crossref_primary_10_1007_S40037_019_00538_3 crossref_primary_10_1007_S40037_016_0294_0 crossref_primary_10_1097_NND_0000000000000400 crossref_primary_10_1080_10872981_2023_2279347 crossref_primary_10_1111_nhs_12855 crossref_primary_10_1186_s12909_023_04056_z crossref_primary_10_1080_10376178_2019_1634480 crossref_primary_10_1186_s12909_022_03445_0 crossref_primary_10_1515_ijnes_2021_0056 crossref_primary_10_1111_nhs_12819 crossref_primary_10_7748_ns_2022_e11887 crossref_primary_10_1016_j_nedt_2018_02_029 crossref_primary_10_1186_s12912_019_0375_6 crossref_primary_10_1111_jocn_15127 crossref_primary_10_20319_pijtel_2022_61_359372 crossref_primary_10_1016_j_nedt_2020_104373 crossref_primary_10_1080_13561820_2017_1322560 crossref_primary_10_18261_issn_1892_2686_2019_01_02 crossref_primary_10_5604_01_3001_0054_1440 crossref_primary_10_1080_17482631_2017_1368337 crossref_primary_10_1016_j_nepr_2018_04_003 crossref_primary_10_1016_j_nepr_2018_05_008 crossref_primary_10_1075_ni_19096_rya crossref_primary_10_2174_0118744346295835240405071522 crossref_primary_10_1016_j_nepr_2017_09_004 crossref_primary_10_18821_0016_9900_2019_98_5_515_519 crossref_primary_10_1186_s12909_022_03796_8 crossref_primary_10_1177_0308022620904325 |
Cites_doi | 10.3928/01484834-20091113-11 10.1207/s15430421tip4104_4 10.1108/09654281311298812 10.1186/1472-6920-14-131 10.1016/j.nedt.2008.11.012 10.3109/13561820.2013.811639 10.1111/j.1365-2834.2010.01145.x 10.1111/j.1365-2702.2010.03571.x 10.1016/j.nepr.2013.02.015 10.4324/9780203944769 10.3928/01484834-20111017-03 10.4324/9780203870426 10.1016/j.nedt.2011.12.005 10.1002/9781444320282.ch8 10.1016/j.ijnurstu.2005.11.004 10.1097/NNA.0b013e31822edd79 10.1111/j.1365-2834.2009.00973.x 10.5172/conu.2013.45.1.22 10.3928/01484834-20130328-01 10.3928/01484834-20131014-07 10.4324/9780080964249 10.3109/0142159X.2013.804977 10.1155/2012/248356 10.1111/j.1365-2648.2009.05174.x 10.1016/j.nepr.2012.09.005 10.1007/s10734-004-6390-9 10.5116/ijme.4e0c.23de |
ContentType | Journal Article |
Copyright | COPYRIGHT 2015 BioMed Central Ltd. Copyright BioMed Central 2015 2015. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. Manninen et al. 2015 |
Copyright_xml | – notice: COPYRIGHT 2015 BioMed Central Ltd. – notice: Copyright BioMed Central 2015 – notice: 2015. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. – notice: Manninen et al. 2015 |
DBID | NPM AAYXX CITATION 3V. 7RV 7X7 7XB 8FI 8FJ 8FK ABUWG AFKRA AN0 ASE AZQEC BENPR CCPQU DWQXO FPQ FYUFA GHDGH K6X K9. KB0 M0S NAPCQ PIMPY PQEST PQQKQ PQUKI PRINS 7X8 5PM AABEP ADTPV AOWAS D8T D91 ZZAVC ABAVF DG7 |
DOI | 10.1186/s12912-015-0106-6 |
DatabaseName | PubMed CrossRef ProQuest Central (Corporate) ProQuest Nursing & Allied Health Database ProQuest Health & Medical Collection ProQuest Central (purchase pre-March 2016) Hospital Premium Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Central (Alumni) ProQuest Central British Nursing Database British Nursing Index ProQuest Central Essentials AUTh Library subscriptions: ProQuest Central ProQuest One Community College ProQuest Central British Nursing Index (BNI) (1985 to Present) Health Research Premium Collection Health Research Premium Collection (Alumni) British Nursing Index ProQuest Health & Medical Complete (Alumni) Nursing & Allied Health Database (Alumni Edition) Health & Medical Collection (Alumni Edition) Nursing & Allied Health Premium Publicly Available Content Database ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic ProQuest One Academic UKI Edition ProQuest Central China MEDLINE - Academic PubMed Central (Full Participant titles) SWEPUB Örebro universitet full text SwePub SwePub Articles SWEPUB Freely available online SWEPUB Örebro universitet SwePub Articles full text SWEPUB Stockholms universitet full text SWEPUB Stockholms universitet |
DatabaseTitle | PubMed CrossRef Publicly Available Content Database ProQuest Central Essentials ProQuest One Academic Eastern Edition ProQuest Health & Medical Complete (Alumni) British Nursing Index with Full Text ProQuest Central (Alumni Edition) ProQuest One Community College British Nursing Index ProQuest Nursing & Allied Health Source ProQuest Hospital Collection Health Research Premium Collection (Alumni) ProQuest Central China ProQuest Hospital Collection (Alumni) ProQuest Central Nursing & Allied Health Premium ProQuest Health & Medical Complete Health Research Premium Collection ProQuest One Academic UKI Edition Health and Medicine Complete (Alumni Edition) ProQuest Central Korea ProQuest Nursing & Allied Health Source (Alumni) ProQuest One Academic ProQuest Central (Alumni) MEDLINE - Academic |
DatabaseTitleList | Publicly Available Content Database MEDLINE - Academic British Nursing Index Publicly Available Content Database PubMed |
Database_xml | – sequence: 1 dbid: NPM name: PubMed url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: BENPR name: AUTh Library subscriptions: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database |
DeliveryMethod | fulltext_linktorsrc |
Discipline | Nursing Education |
EISSN | 1472-6955 |
EndPage | 55 |
ExternalDocumentID | oai_prod_swepub_kib_ki_se_226549985 oai_DiVA_org_su_125345 oai_DiVA_org_rkh_1578 oai_DiVA_org_oru_70531 4016102621 A447997867 10_1186_s12912_015_0106_6 26549985 |
Genre | Journal Article |
GeographicLocations | Sweden |
GeographicLocations_xml | – name: Sweden |
GroupedDBID | -A0 04C 0R~ 23N 2VQ 2WC 3V. 4.4 53G 5GY 5VS 6J9 6PF 7RV 7X7 8FI 8FJ AAFWJ AAJSJ AAWTL ABDBF ABUWG ACGFO ACGFS ACIHN ACRMQ ADBBV ADINQ ADOJX ADRAZ ADUKV AEAQA AFKRA AFPKN AHBYD AHMBA AHSBF AHYZX ALIPV ALMA_UNASSIGNED_HOLDINGS AMKLP AMTXH AN0 AOIJS BAPOH BAWUL BCNDV BENPR BFQNJ BKEYQ BMC BMSDO BNQBC BPHCQ BVXVI C1A C24 C6C CCPQU CS3 DIK E3Z EBLON EBS ECF ECT EIHBH EJD ESX EX3 F5P FYUFA GROUPED_DOAJ GX1 H13 HMCUK HYE IAO IHR INH INR IPNFZ ITC KQ8 M48 M~E NAPCQ NPM O5R O5S OK1 P2P PGMZT PIMPY PQQKQ PROAC RBZ RIG RNS ROL RPM RSV SMD SOJ TR2 TUS UKHRP W2D WOQ WOW XSB ~8M AAYXX CITATION AFGXO 7XB 8FK ASE AZQEC DWQXO FPQ K6X K9. PQEST PQUKI PRINS 7X8 5PM AABEP ADTPV AOWAS D8T D91 ZZAVC ABAVF DG7 |
ID | FETCH-LOGICAL-c715t-f926a82e763bbbbdbc2901c19d9572103b72066a4d27021e8030ed68e12603a63 |
IEDL.DBID | RPM |
ISSN | 1472-6955 |
IngestDate | Sun Oct 20 03:45:20 EDT 2024 Tue Oct 01 22:05:56 EDT 2024 Tue Oct 01 22:05:55 EDT 2024 Tue Sep 17 21:35:48 EDT 2024 Sun Sep 29 07:53:33 EDT 2024 Fri Aug 16 06:26:39 EDT 2024 Thu Oct 10 22:12:42 EDT 2024 Thu Oct 10 22:10:34 EDT 2024 Wed Aug 14 18:53:50 EDT 2024 Tue Aug 13 05:21:17 EDT 2024 Thu Sep 12 20:14:59 EDT 2024 Sat Sep 28 08:01:30 EDT 2024 |
IsDoiOpenAccess | true |
IsOpenAccess | true |
IsPeerReviewed | true |
IsScholarly | true |
Issue | 55 |
Keywords | Clinical education ward Pedagogical challenge Balancing patient-care and student learning Supervisory team |
Language | English |
License | Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
LinkModel | DirectLink |
MergedId | FETCHMERGED-LOGICAL-c715t-f926a82e763bbbbdbc2901c19d9572103b72066a4d27021e8030ed68e12603a63 |
Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 ObjectType-Article-2 ObjectType-Feature-1 |
OpenAccessLink | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635575/ |
PMID | 26549985 |
PQID | 1779676759 |
PQPubID | 44794 |
PageCount | 1 |
ParticipantIDs | swepub_primary_oai_prod_swepub_kib_ki_se_226549985 swepub_primary_oai_DiVA_org_su_125345 swepub_primary_oai_DiVA_org_rkh_1578 swepub_primary_oai_DiVA_org_oru_70531 pubmedcentral_primary_oai_pubmedcentral_nih_gov_4635575 proquest_miscellaneous_1747340509 proquest_miscellaneous_1732309562 proquest_journals_2866093708 proquest_journals_1779676759 gale_infotracmisc_A447997867 gale_infotracacademiconefile_A447997867 crossref_primary_10_1186_s12912_015_0106_6 pubmed_primary_26549985 |
PublicationCentury | 2000 |
PublicationDate | 2015-01-01 |
PublicationDateYYYYMMDD | 2015-01-01 |
PublicationDate_xml | – month: 01 year: 2015 text: 2015-01-01 day: 01 |
PublicationDecade | 2010 |
PublicationPlace | England |
PublicationPlace_xml | – name: England – name: London |
PublicationTitle | BMC nursing |
PublicationTitleAlternate | BMC Nurs |
PublicationYear | 2015 |
Publisher | BioMed Central Ltd BioMed Central |
Publisher_xml | – name: BioMed Central Ltd – name: BioMed Central |
References | 16360656 - Int J Nurs Stud. 2006 Nov;43(8):963-73 20840364 - J Nurs Manag. 2010 Sep;18(6):697-703 23808715 - Med Teach. 2013 Aug;35(8):e1365-79 24127181 - J Nurs Educ. 2013 Nov;52(11):606-14 20423426 - J Adv Nurs. 2010 Feb;66(2):432-41 21429055 - J Clin Nurs. 2011 Oct;20(19-20):2854-67 21934426 - J Nurs Adm. 2011 Oct;41(10):401-6 22649721 - Nurs Res Pract. 2012;2012:248356 23142237 - Nurse Educ Pract. 2013 May;13(3):197-201 22007711 - J Nurs Educ. 2011 Dec;50(12):706-10 24989155 - BMC Med Educ. 2014 Jul 02;14:131 20000256 - J Nurs Educ. 2009 Dec;48(12):716-9 19531147 - J Nurs Manag. 2009 May;17(4):474-83 23550547 - J Nurs Educ. 2013 May;52(5):259-67 19108935 - Nurse Educ Today. 2009 Jul;29(5):522-6 22244312 - Nurse Educ Today. 2013 May;33(5):530-5 23507074 - Nurse Educ Pract. 2013 Sep;13(5):335-7 24099223 - Contemp Nurse. 2013 Aug;45(1):22-32 24299579 - J Interprof Care. 2013 Nov;27(6):482-8 G Omansky (106_CR26) 2010; 18 J Mulready-Shick (106_CR7) 2013; 52 E Carlson (106_CR13) 2010; 66 RE Mayer (106_CR18) 2002; 41 J Launer (106_CR3) 2010 SR Moscato (106_CR6) 2013; 52 ML Brewer (106_CR16) 2013; 27 M Hammersley (106_CR22) 2007 S Dilworth (106_CR2) 2013; 45 J Brammer (106_CR11) 2006; 43 K Manninen (106_CR9) 2013; 3 J Dapremont (106_CR4) 2013; 13 M Savin-Baden (106_CR30) 2013 C Silén (106_CR27) 2006; 51 K Manninen (106_CR24) 2014; 14 A Henderson (106_CR29) 2013; 13 J Mulready-Shick (106_CR15) 2009; 48 J Mezirow (106_CR19) 2009 S Reeves (106_CR23) 2013; 35 C Silén (106_CR25) 2011; 2 M Sedgwick (106_CR12) 2012; 2012 MS Knowles (106_CR21) 2012 T McKown (106_CR5) 2011; 50 K Manninen (106_CR8) 2013; 113 K Illeris (106_CR20) 2009 E Carlson (106_CR10) 2009; 29 M Jokelainen (106_CR1) 2011; 20 G Glazer (106_CR17) 2011; 41 L Williams (106_CR14) 2009; 17 S Walker (106_CR28) 2013; 33 |
References_xml | – volume: 48 start-page: 716 year: 2009 ident: 106_CR15 publication-title: J Nurs Educ doi: 10.3928/01484834-20091113-11 contributor: fullname: J Mulready-Shick – volume: 41 start-page: 226 year: 2002 ident: 106_CR18 publication-title: Theory Pract doi: 10.1207/s15430421tip4104_4 contributor: fullname: RE Mayer – volume: 113 start-page: 132 year: 2013 ident: 106_CR8 publication-title: Health Educ doi: 10.1108/09654281311298812 contributor: fullname: K Manninen – volume: 14 start-page: 131 year: 2014 ident: 106_CR24 publication-title: BMC Med Educ doi: 10.1186/1472-6920-14-131 contributor: fullname: K Manninen – volume: 29 start-page: 522 year: 2009 ident: 106_CR10 publication-title: Nurse Educ Today doi: 10.1016/j.nedt.2008.11.012 contributor: fullname: E Carlson – volume: 27 start-page: 482 year: 2013 ident: 106_CR16 publication-title: J Interprof Care doi: 10.3109/13561820.2013.811639 contributor: fullname: ML Brewer – start-page: 90 volume-title: Contemporary theories of learning year: 2009 ident: 106_CR19 contributor: fullname: J Mezirow – volume: 18 start-page: 697 year: 2010 ident: 106_CR26 publication-title: J Nurs Manag doi: 10.1111/j.1365-2834.2010.01145.x contributor: fullname: G Omansky – volume: 20 start-page: 2854 year: 2011 ident: 106_CR1 publication-title: J Clin Nurs doi: 10.1111/j.1365-2702.2010.03571.x contributor: fullname: M Jokelainen – volume: 13 start-page: 335 year: 2013 ident: 106_CR4 publication-title: Nurse Educ Pract doi: 10.1016/j.nepr.2013.02.015 contributor: fullname: J Dapremont – volume-title: Ethnography principles in practice year: 2007 ident: 106_CR22 doi: 10.4324/9780203944769 contributor: fullname: M Hammersley – volume: 50 start-page: 706 year: 2011 ident: 106_CR5 publication-title: J Nurs Educ doi: 10.3928/01484834-20111017-03 contributor: fullname: T McKown – start-page: 7 volume-title: Contemporary theories of learning year: 2009 ident: 106_CR20 doi: 10.4324/9780203870426 contributor: fullname: K Illeris – volume: 33 start-page: 530 year: 2013 ident: 106_CR28 publication-title: Nurse Educ Today doi: 10.1016/j.nedt.2011.12.005 contributor: fullname: S Walker – start-page: 111 volume-title: Understanding medical education. Evidence, theory and practice year: 2010 ident: 106_CR3 doi: 10.1002/9781444320282.ch8 contributor: fullname: J Launer – volume: 43 start-page: 963 year: 2006 ident: 106_CR11 publication-title: Int J Nurs Stud doi: 10.1016/j.ijnurstu.2005.11.004 contributor: fullname: J Brammer – volume: 41 start-page: 401 year: 2011 ident: 106_CR17 publication-title: J Nurs Adm doi: 10.1097/NNA.0b013e31822edd79 contributor: fullname: G Glazer – volume: 17 start-page: 474 year: 2009 ident: 106_CR14 publication-title: J Nurs Manag doi: 10.1111/j.1365-2834.2009.00973.x contributor: fullname: L Williams – volume: 45 start-page: 22 year: 2013 ident: 106_CR2 publication-title: Contemp Nurse doi: 10.5172/conu.2013.45.1.22 contributor: fullname: S Dilworth – volume: 52 start-page: 259 year: 2013 ident: 106_CR6 publication-title: J Nurs Educ doi: 10.3928/01484834-20130328-01 contributor: fullname: SR Moscato – volume: 52 start-page: 606 year: 2013 ident: 106_CR7 publication-title: J Nurs Educ doi: 10.3928/01484834-20131014-07 contributor: fullname: J Mulready-Shick – volume-title: The adult learner year: 2012 ident: 106_CR21 doi: 10.4324/9780080964249 contributor: fullname: MS Knowles – volume: 35 start-page: e1365 year: 2013 ident: 106_CR23 publication-title: Med Teach doi: 10.3109/0142159X.2013.804977 contributor: fullname: S Reeves – volume: 2012 start-page: 6 issue: 248356 year: 2012 ident: 106_CR12 publication-title: Nurs Res Pract doi: 10.1155/2012/248356 contributor: fullname: M Sedgwick – volume: 3 start-page: 187 year: 2013 ident: 106_CR9 publication-title: J Nurs Educ Pract contributor: fullname: K Manninen – volume: 66 start-page: 432 year: 2010 ident: 106_CR13 publication-title: J Adv Nurs doi: 10.1111/j.1365-2648.2009.05174.x contributor: fullname: E Carlson – volume-title: Qualitative research. The essential guide to theory and practice year: 2013 ident: 106_CR30 contributor: fullname: M Savin-Baden – volume: 13 start-page: 197 year: 2013 ident: 106_CR29 publication-title: Nurse Educ Today doi: 10.1016/j.nepr.2012.09.005 contributor: fullname: A Henderson – volume: 51 start-page: 373 year: 2006 ident: 106_CR27 publication-title: High Educ doi: 10.1007/s10734-004-6390-9 contributor: fullname: C Silén – volume: 2 start-page: 56 year: 2011 ident: 106_CR25 publication-title: Int J Med Educ doi: 10.5116/ijme.4e0c.23de contributor: fullname: C Silén |
SSID | ssj0020437 |
Score | 2.2166507 |
Snippet | Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and... Background Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for... BackgroundClinical practice is essential for health care students. The supervisor’s role and how supervision should be organized are challenging issues for... BACKGROUNDClinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for... Background: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for... BACKGROUND: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for... Background: Clinical practice is essential for health care students. The supervisor’s role and how supervision should be organized are challenging issues for... |
SourceID | swepub pubmedcentral proquest gale crossref pubmed |
SourceType | Open Access Repository Aggregation Database Index Database |
StartPage | 55 |
SubjectTerms | Analysis Balancing patient-care and student learning Clinical education ward Clinical medicine Data analysis Data collection Education Educational objectives Ethnography Interviews Learning Medical education Medical students Medicin och hälsovetenskap Methods Nursing care Patients Pedagogical challenge Pedagogy Professional development Students Supervision Supervisors Supervisory team Workloads |
SummonAdditionalLinks | – databaseName: AUTh Library subscriptions: ProQuest Central dbid: BENPR link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwhV1Lb9QwELagFRIXBOXRQEFGKkJCirp-xHZOaIFWFRIVAlr1ZiWx011VSpZN9t7_wIm_11_CTOIspKqWlXJZT8bJxPOyx58J2ddCl4nIXazExMVSTExskkTETLBSKleAV8KNwl9O1PGp_HyenIcJtyaUVQ42sTPUri5wjvyAG6Ug-9YT837xM8ZTo3B1NRyhcZdscyZxmXb7w-HJ12_rlAuRe8JaJjPqoAHv1pUiYMEapNJq5I1u2uR_nNLNgskRrGjnio4ekgchhqTT_qM_Ind8tYPHL4dSjR1yL8wBPCZn31cLtAZNvWyur37ThXfZRW_tKBYW0qylGR22R1I_8KBYTEuvr37RrKK-nVU9svW8oB0e7RNyenT44-NxHI5SiAvNkjYuU64ywz1Ykxx-Li9w_bRgqUsTyAEnIteI655Jh_vTmDeg-94p4xnkOyJT4inZqurK7xJ4ErCRvEwmhePSSQ0RZu6kQVgZYFfKiLwbRGoXPWKG7TINo2wvfwvytyh_qyLyFoVuUZtAskUWNgVAV4hLZacSO9BG6YjsjShBC4px8_DZbNDCxjKt0w6QLr21-e-QisjrdTMyxsKzytcrZCEgSYMkkm-ikVpIBNKJyLN-oKzfnCtMwE0SET0aQmsChPcet1TzWQfzLTEW1HDnm36wjW75ND-b2np5AdfKarSkEdnfRLe8nFkG5vk_7BrEFk-EhG75LXTo1W34_3KOl2285cNbPt8s5hfkPsSbWPUUs2SPbLXLlX8JMV2bvwqK-wePcE8n priority: 102 providerName: ProQuest – databaseName: Scholars Portal Journals: Open Access dbid: M48 link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV3di9NAEB_OE8EX0fMresoKJwdCNNnvPIgU9TiE80Gt3NuSZDfXcpLWpgX9753JRzFHOS3NS3Yy28zOx0539rcAR0aYSonCx1okPpYisbFVSsSpSCupfYlRiTYKn33Wp1P56Vyd78FwvFUvwGZnakfnSU1XP17_-vn7HRr829bgrX7TYMxqCwyoDA0TZH0DbnIpJCn8mdwuKtAu0PasFWl4rDOl-kXOnSxGYeqqs_4rWl2tpBzhjbYx6uQu3Oknl2zSacM92Av1AZ3L3NdwHMCt_s-B-_Dl62ZJbqJZrJpjtgw-v-icIKN6Q5avWc6GXZMsDBwY1diymOU1C-tZ3cFdz0vWgtQ-gOnJx2_vT-P-fIW4NKlax1XGdW55QBdT4McXJS2qlmnmM4WJYSIKQ2DvufS0aS0NFh1C8NqGFJMgkWvxEPbrRR0eA_4OdJy8UknpufTS4LSz8NIS1gyyq2QErwZxumUHo-Ha9MNq18neoewdyd7pCI5J4I4GHaVa5v1OAeyKwKrcRFIHxmoTweGIEk2jHDcPQ-YGzXKpMVmLUpftbOZW6wTnbImN4MW2mRhTNVodFhtiITBzw8ySX0cjjZCErhPBo05Jtm_ONWXlVkVgRuqzJSDM73FLPZ-12N-SJogGn3zZKdrokQ_z7xO3WF3gtXGG3GsER9fRrS5nLkWf_Q92DQGOKyGxW76DjkK96-9fzulyTXB8eMsn_z2cT-E270wQv4ewv15twjOc862L560l_wE03FMh priority: 102 providerName: Scholars Portal |
Title | Supervisors' pedagogical role at a clinical education ward - an ethnographic study |
URI | https://www.ncbi.nlm.nih.gov/pubmed/26549985 https://www.proquest.com/docview/1779676759 https://www.proquest.com/docview/2866093708 https://search.proquest.com/docview/1732309562 https://search.proquest.com/docview/1747340509 https://pubmed.ncbi.nlm.nih.gov/PMC4635575 https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-70531 https://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-1578 https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125345 http://kipublications.ki.se/Default.aspx?queryparsed=id:226549985 |
Volume | 14 |
hasFullText | 1 |
inHoldings | 1 |
isFullTextHit | |
isPrint | |
link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3da9swED_ajsFexr7rtgsadAwGbmxLlpTHrGspg5SyrSVvwrbkJnR1Qpy893_Y0_69_iW780eoS-lgwc6DdZasy33o4rufAPYVV3nMU-tLHlhf8ED7Oo65H_IwF9Jm6JWoUHh0Kk_OxbdxPN6AuK2FqZL2s3R6UPy6Piimkyq3cn6d9ds8sf7Z6FCQl1RxfxM2FedtiN5EWQTW07y-DLXsl-jQquwDylHD6Jn2LIokRUW0ffIdX3TfIt9xSffTJTugopUjOn4Bz5sVJBvWT_oSNlzxCp42Uf9ruPixmpP-l7NFeXvzh82dTS5r-8YolZAlS5awtiCSuTbBg1H6LLu9-c2SgrnlpKixrKcZqxBo38D58dHPwxO_2TzBz1QYL_18EMlERw7tR4ofm2b0xjQLB3YQY9QX8FQRknsiLFWkhU6jtjsrtQsxwuGJ5G9hq5gVbhvwSdAqRnkcZDYSVihcU6ZWaAKSwe5y4cHnlo1mXmNkmCq20NLU7DfIfkPsN9KDT8RoQ_qD3MySpgwAhyIkKjMUNIDSUnmw16FEuc-6ze1PZRq9K02o1KCCoBs82BxpKQNckAXagw_rZuqYUs0KN1tRFxzDMgwbo8dohOKCoHM8eFcLx3rmrXB5oDpisyYgQO9uC8p5BezdyLUHH2sB69zydXoxNLPFJZ4ro8h2erD_GN3iamJCNMj_6K4kNPGYCxw2eoCO_Lhprl9N6TSlM1E7y53_nuUuPItqrcRjD7aWi5V7jwu8ZdpDtR6rHjz5cnR69r1X_U2C3yOhe5Wq_wWCb1dY |
link.rule.ids | 230,315,733,786,790,870,891,2236,12083,21416,24346,27955,27956,31752,31753,33777,33778,43343,43838,53825,53827 |
linkProvider | National Library of Medicine |
linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwhV1fb9MwELdgCMELggEjMMBIQ0hI0RLbsZ0nVAFTgW0vbFPfrCR212pSUpr0fd-BJ77ePgl3idORaSpV81Jfzs3l_vjs88-E7CmupgnPbSh5ZEPBIx3qJOFhzOOpkLaAqIQbhY-O5fhUfJ8kEz_hVvuyyt4nto7aVgXOke8zLSVk3yrSnxa_Qjw1CldX_REad8k9wblAPVeT64QLcXv8Smas5X4Nsa0tRMByNUik5SAW3fTI_4Skm-WSA1DRNhAdPCaP_AiSjrpX_oTcceU2Hr7sCzW2yX0_A_CUnP1cLdAX1NWyvrr8QxfOZuedr6NYVkizhma03xxJXc-DYiktvbr8TbOSumZWdrjW84K2aLTPyOnB15PP49AfpBAWKk6acJoymWnmwJfk8LF5gaunRZzaNIEMMOK5QlT3TFjcnRY7DZbvrNQuhmyHZ5I_J1tlVboXBP4JeEg2TaLCMmGFgvFlboVGUBlgNxUB-diL1Cw6vAzT5hlamk7-BuRvUP5GBuQDCt2gLYFki8xvCYCuEJXKjAR2oLRUAdkdUIINFMPm_rUZb4O1iZVKWzi69Nbma4UKyLt1MzLGsrPSVStkwSFFgxSSbaIRiguE0QnITqco6ydnEtNvnQREDVRoTYDg3sOWcj5rQb4FjgQV3Pm-U7bBLV_mZyNTLc_hWhmFfjQge5volhczE4Nz_g-7GpHFEy6gW3YLHcZ043-_mONlamdY_5QvN4v5LXkwPjk6NIffjn-8Ig9ZZ4fw3SVbzXLlXsPorsnftCb8F-FBUKo |
linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1bb9MwFLZgCMQL90FggJGGkJDSJrFju4_VRjUumybBpokXK7GdtSpLqyZ94Wn_gSf-3n4J5-RSNdM0pFXJS31qxzrH59J8_kzItmQyi1lqfcEC63MWKF_FMfNDFmZcWANRCTcK7x-IvSP-5SQ-WTvqqwLtm3TSy3-d9fLJuMJWzs9Mv8WJ9Q_3dzhGSRn35zbr3yZ3YM1Gsi3Um1oLKXual5ihEv0CwlqFQUCkGtTQeHJRJLA2wkOU1yLSZb-8FpgugyY71KJVOBo9JD_bidQolGlvWaY98_sSx-ONZvqIPGiSVDqsRR6TWy5_Qu42fyw8Jcffl3N0McVsUVyc_6VzZ5PT2oVSRCvSpKQJbfdcUtdiSCgidOnF-R-a5NSV47ymy54YWpHcPiNHo08_dvb85nwG38gwLv1sEIlERQ5cVAofmxp8KWvCgR3EUFgGLJVIFp9wi5veQqfAoTgrlAuhiGKJYJtkI5_l7gWBJ0ElZnFgbMQtl5C2ppYr5KqB7jLukY-tjvS8puHQVfmihK51q0G3GnWrhUc-oBY1LlFQlUmanQYwFJJd6SHHAaQS0iNbHUlYWqbb3NqBbpZ2oUMpBxXL3eDK5kgJEUDOFyiPvFs1Y8eIZsvdbIldMKj8oDKNrpPhknFk5_HI89ryVjNvLdcjsmOTKwHkDO-2gIFV3OGNQXnkfW29nZ_sTo6HerY4hXupJbpnj2xfJ7eYjnUIPv8_3RVIWB4zDsNGV8hhqqCb76cTvHXhdNTO8uWNZ_mW3DvcHelvnw--viL3o3r1w7VFNsrF0r2GdLJM31SO4x9oYXeB |
openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Supervisors%27+pedagogical+role+at+a+clinical+education+ward+-+an+ethnographic+study&rft.jtitle=BMC+nursing&rft.au=Manninen%2C+Katri&rft.au=Henriksson%2C+Elisabet+Welin&rft.au=Scheja%2C+Max&rft.au=Sil%C3%B1n%2C+Charlotte&rft.date=2015-01-01&rft.pub=BioMed+Central+Ltd&rft.issn=1472-6955&rft.eissn=1472-6955&rft.volume=14&rft.issue=55&rft_id=info:doi/10.1186%2Fs12912-015-0106-6&rft.externalDocID=A447997867 |
thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1472-6955&client=summon |
thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1472-6955&client=summon |
thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1472-6955&client=summon |