Promoting effective clinical learning during professional experience placement


Supporting students while they are undertaking PEP uses a range of models. I have previously bloogged about this paper by  Andrew and Roberts (2003) who discussed Supporting students nurses learning in and through clinical practice: the role of the clinical guide  which describes a model of support whereby experienced registered nurses were allocated students, but were not responsible for their assessment.  The aim of the model was to promote effective clinical learning from nurses who were seen by students as what they were aspiring towards.  The authors discussed that the quality of student support by clinical educators within the placement setting  was influenced by a variety of  factors including learning culture, ‘busyness’ and level of patient need.  Additionally, the intensity of student support was influenced by the nature and complexity of the ward environment. The authors also discussed how students found learning was separate to patient care.

The guides in this model described,  did not undertake professional experience with the students. The role of the guide was to provide students with an opportunity to problem solve and reflect about their experiences in an environment that was only indirectly involved with their experiential practicum. It provided an impartiality and independence from practice specific ‘ways of working’ and less affected by managerial or colleague constraints. These clinical guides supported the students and encouraged them to ask questions, and assist them with understanding processes that were aimed at supporting deep learning. If you would like to explore the background to this model or the other findings of the project, it is available in .pdf format by clicking the links above. If you have any comments about about the concept of clinical guide or experience of the model, you are welcome to post them here.  Please join us @PEPCommunity.

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