Professional Experience Placement

This qualitative study by Cooper, Courtney-Pratt and Fitzgerald (in press) examined qualitative data gathered as part of a larger evaluation project. This paper reports on the open-ended questions within the survey that related to the most and least helpful aspects of their clinical experience. The majority of the student responses were positive. Students indicate overall there professional experiences were of high quality. They reported that the clinical supervisor was of primary influence to their experience. Students indicated the feeling welcomed; individual versus team attitudes and their expectations of the supervising ward nurse were categories generated.

These authors discuss the meaning of these categories in relation to the student experience. They indicated that students liked being welcomed and it enhanced their learning,especially if their clinical supervisor support their learning. The term teacher was used by respondents to indicate that students relied on clinicians to provide them with information, resources and opportunities for learning. These authors indicated further research into  the student responsibility in the relationship with their supervisor requires further exploration. Cooper et al discussed this concept and argued that there is a need for greater understanding and preparation of the student prior to entering the practice setting. They suggested that students need to have a better understanding of the expectations of the relationships they can develop with their supervisors to facilitate their learning. It is also important that clinical supervisors understand their level of support and guidance is of paramount influence to whether a student perceives they have a high quality clinical experience. Further investigation of how students learn in practice will also inform understanding about how to guide and support students while in practice.

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