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Preceptors’ experiences of student supervision in the emergency medical services: a qualitative interview study
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. (Centre of Interprofessional Collaboration within Emergency care (CICE))
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-8115-5359
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. (Centre of Interprofessional Collaboration within Emergency care (CICE))
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2019 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background

Clinical placements play a central part in the education of future emergency medical services (EMS) staff and their development of clinical skills and competence. A key aspect of students' integration of theory and praxis and development into an independent clinician is a supportive mentorship with the preceptor. However, students report barriers for learning within the EMS, while the preceptors' experiences of their role have received scant attention in research.

Objectives

To describe preceptors' experiences of student supervision in the EMS during clinical placements.

Design

A descriptive qualitative design was used.

Participants and setting

Twenty specialist nurses were recruited among EMS staff from all parts of Sweden.

Methods

Data were collected using individual interviews and analyzed with latent qualitative content analysis.

Findings

EMS preceptors develop a competence in combining caring and learning adapted to individual student needs when facing students with varying needs in an ever-changing healthcare setting. A trustful relationship between student and preceptor is fundamental when coping with a dual responsibility for student and patient needs. However, several aspects in the EMS setting hinders the preceptors' ability to support the development of the students' independence. Surrounding support structures are important if the preceptors are to feel safe and secure in their role as assessor, teacher and ambulance nurse.

Conclusions

Preceptors need to develop a didactic flexibility through preceptor courses adapted to the complex premises found in the EMS. Ambulance services and universities should recognize the importance of preceptors´ colleagues, student continuity, university support and cooperation for improving quality and clarity in supervision during clinical placements.

Place, publisher, year, edition, pages
Elsevier, 2019.
Keywords [en]
Ambulance nurse, Clinical placement, Emergency medical services, Learning environment, Preceptor, Specialist nurse, Supervision
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-89785DOI: 10.1016/j.nedt.2019.104223OAI: oai:DiVA.org:lnu-89785DiVA, id: diva2:1365232
Available from: 2019-10-24 Created: 2019-10-24 Last updated: 2019-11-08

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Wallin, KimHörberg, UlricaWerkander Harstäde, CarinaElmqvist, CarinaBremer, Anders

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Wallin, KimHörberg, UlricaWerkander Harstäde, CarinaElmqvist, CarinaBremer, Anders
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