Table 9 Site B consensus viewpoint: Eroding conventions
From: Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology
Numbered statements | Statement rankings across discrete viewpoints | |||
|---|---|---|---|---|
| Â | 1 | 2 | 3 | |
6 | The student is dishonest (makes up assessment data, covers up mistakes or hides their lack of knowledge) | 4 | 4 | 3 |
5 | The student lacks the knowledge needed to assume care of assigned patients | 2 | 3 | 4 |
11 | The student demonstrates a pattern of errors (e.g. repeated mistakes) | 2 | 3 | 3 |
7 | The student does not report changing patient conditions | 3 | 3 | 2 |
8 | The student fails to perform care consistent with clinical guidelines and standard procedures (hand washing; confidentiality; body mechanics) | 2 | 2 | 3 |
24 | The student is evaluated as successful despite a pattern of unmet clinical expectations | 1 | 2 | 2 |
9 | The student rushes through care | 1 | 1 | 1 |
16 | The student avoids consultation and collaboration with the clinical educator and other health team members | 0 | 1 | 1 |
21 | The clinical educator does not appropriately guide student practice | 0 | 1 | 0 |
3 | The student does not consider the guidance of the clinical educator | 0 | 1 | 0 |
14 | The student has difficulty communicating (verbally or non-verbally) | 0 | 0 | 1 |
15 | The student avoids interacting with the patient | 0 | 0 | 1 |
38 | The clinical educator does not role model established nursing standards | −1 | 0 | −2 |
23 | The student does not have access to ongoing performance feedback | −1 | −1 | −2 |
35 | The clinical educator is overwhelmed by role expectations | −2 | −1 | −2 |
42 | The clinical educator does not set clear expectations with students at the beginning or and throughout the placement | −1 | −2 | −2 |
43 | The student perceives the clinical educator as threatening | −3 | −1 | −1 |
12 | The student is unable to control his/her nervousness | −4 | −2 | −1 |
26 | The student has a large gap in time between practice placements | −3 | −3 | −3 |