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Table 3 Students’ satisfaction with supervision, preceptor’s role and professional progress in the two supervision models

From: Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study

   Model A
N (%)
Model B
N (%)
p value Effect sizea
Preparedness for supervision (alpha = 0.71)     0.000 0.29
I was adequately prepared for the clinical placement not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
12 (7.1%)
127 (75.1%)
30 (17.8%)
1 (1.4%)
9 (12.3%)
43 (58.9%)
20 (27.4%)
0.043  
My knowledge about the expected learning outcomes was adequate not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
15 (8.8%)
114 (67.1%)
41 (24.1%)
0 (0.0%)
7 (9.5%)
45 (60.8%)
22 (29.7%)
0.619  
The ward had dedicated resources for supervision not at all
fairly small degree
fairly high degree
very high degree
1 (0.6%)
12 (7.1%)
41 (24.4%)
114 (67.9%)
2 (2.7%)
12 (16.2%)
29 (39.2%)
31 (41,9%)
0.001  
There was an explicit structure for receiving students not at all
fairly small degree
fairly high degree
very high degree
5 (3.0%)
9 (5.3%)
42 (24.9%)
113 (66.9%)
3 (4.1%)
18 (24.3%)
30 (40.5%)
23 (31.1%)
0.000  
The ward could be regarded as a good learning environment not at all
fairly small degree
fairly high degree
very high degree
1 (0.6%)
8 (4.7%)
36 (21.2%)
125 (73.5%)
1 (1.4%)
7 (9.5%)
28 (37.8%)
38 (51.4%)
0.009  
The ward had an explicit model for supervising students not at all
fairly small degree
fairly high degree
very high degree
3 (1.8%)
26 (15.5%)
73 (43.5%)
66 (39.3%)
4 (5.5%)
29 (39.7%)
29 (39.7%)
11 (15.1%)
0.000  
The preceptor’s role (alpha = 0.76)     0.161 0.10
My identity as a nurse has been reinforced not at all
fairly small degree
fairly high degree
very high degree
1 (0,6%)
10 (5,9%)
64 (37,6%)
95 (55,9%)
1 (1,4%)
6 (8,1%)
28 (37,8%)
39 (52,7%)
0.837  
The preceptor made room for reflection not at all
fairly small degree
fairly high degree
very high degree
5 (3.0%)
38 (22.8%)
63 (37.7%)
61 (36.5%)
6 (8.1%)
19 (25.7%)
32 (43.2%)
17 (23.0%)
0.092  
The preceptor gave feedback when tasks were completed not at all
fairly small degree
fairly high degree
very high degree
5 (3.0%)
38 (22.5%)
72 (42.6%)
54 (32.0%)
4 (5.5%)
14 (19.2%)
30 (41.1%)
25 (34.2%)
0.743  
The preceptor encouraged my asking questions not at all
fairly small degree
fairly high degree
very high degree
3 (1.8%)
18 (10.6%)
66 (38.8%)
83 (48.8%)
2 (2.7%)
8 (10.8%)
22 (29.7%)
42 (56.8%)
0.564  
The preceptor showed an interest in my studies and exam tasks not at all
fairly small degree
fairly high degree
very high degree
9 (5.4%)
59 (35.1%)
75 (44.6%)
25 (14.9%)
4 (5.5%)
25 (34.2%)
24 (32.9%)
20 (27.4%)
0.112  
It is beneficial to have several preceptors during a teaching period not at all
fairly small degree
fairly high degree
very high degree
13 (7.7%)
38 (22.5%)
74 (43.8%)
44 (26.0%)
8 (11.9%)
22 (32.8%)
20 (29.9%)
17 (25.4%)
0.148  
More than one preceptor contributed to the assessment of my learning outcomes not at all
fairly small degree
fairly high degree
very high degree
14 (8.9%)
23 (14.6%)
67 (42.7%)
53 (33.8%)
18 (27.7%)
13 (20.0%)
19 (29.2%)
15 (23.1%)
0.001  
Professional progress (alpha = 0.76)     0.000 0.30
My independence has increased not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
1 (0.6%)
62 (36.5%)
107 (62.9%)
0 (0.0%)
4 (5.5%)
29 (39.7%)
40 (54.8%)
0.036  
My capacity for critical thinking has increased not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
6 (3.5%)
84 (49.4%)
80 (47.1%)
0 (0.0%)
1 (1.4%)
40 (54.8%)
32 (43.8%)
0.540  
My problem-solving ability has improved not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
10 (5.9%)
102 (60.0%)
58 (34.1%)
0 (0.0%)
9 (12.5%)
38 (52.8%)
25 (34.7%)
0.194  
I have attained the learning outcomes of the course not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
2 (1.2%)
89 (53.3%)
76 (45.5%)
0 (0.0%)
2 (2.7%)
46 (63.0%)
25 (34.2%)
0.211  
I got a comprehensive picture of the patients during my clinical placement not at all
fairly small degree
fairly high degree
very high degree
0 (0.0%)
3 (1.8%)
45 (26.5%)
122 (71.8%)
0 (0.0%)
5 (7.0%)
25 (35.2%)
41 (57.7%)
0.031  
Collaboration with peers developed my ability of constructive problem-solving not at all
fairly small degree
fairly high degree
very high degree
5 (2.9%)
12 (7.1%)
68 (40.0%)
85 (50.0%)
7 (11.1%)
20 (31.7%)
29 (46.0%)
7 (11.1%)
0.000  
Collaboration with peers developed my ability to reflect on different care situations not at all
fairly small degree
fairly high degree
very high degree
4 (2.4%)
7 (4.1%)
58 (34.1%)
101 (59.4%)
7 (11.1%)
13 (20.6%)
23 (36.5%)
20 (31.7%)
0.000  
  1. aEffect size based on Mann-Whitney test results