Competence assessment of the clinical tutor: a multicentric observational study
Keywords:
nurses’competence, nursing education, clinical experiences, student evaluation, learning experienceAbstract
Background and aim of the study: In the international literature there are no validated tools which investigate clinical tutors’ skills. The main objective of the study has been to describe the clinical nurse tutor’s skills, required to properly train nursing students during their educational path. Methods: In this observational study a non-probability sampling has been used. The study was led in two centers: the AOUPR of Parma and the AUSL of Parma, after obtaining the favorable opinion from the Ethics Committee of the Northern Emilia Large Section. The data have been collected by using a structured and self-given survey that investigated three areas. Each item has a 4-point Likert scale, in which 1 indicates "for nothing" and 4 "very much". The data have been analyzed with the statistical software IBM SPSS v.26 ® and with the open-source statistical software Jamovi v.1.6.9 (https://www.jamovi.org.). The number of factors in the original model was reduced using several established research steps and then evaluated for data quality and construct validity using principal component analysis and confimatory factor analysis. Results: Among 397 administered questionnaires, only 300, which were considered valid, have been filled. The psychometric properties of the investigation tool turned out to be good in all the areas analyzed with a Cronbach alpha higher than 0.70. The extensive process resulted in a version with 4 factors. Conclusions: Nurses’ answers have allowed to draw the required profile of the clinical tutors in the different organizational contexts. The results can target possible training proposals to create opportunities for the clinical tutors.
References
Palese A, et al. Lo strumento italiano di misurazione della qualità dell’apprendimento clinico degli studenti infermieri. [The Italian tool for measuring the quality of clinical learning in nursing students]. Assist Inferm Ric 2017; 1.36: 41-50.
Conferenza Permanente delle Classi di Laurea delle Professioni Sanitarie. Documento di indirizzo su standard e principi del tirocinio nei Corso di Laurea delle Professioni Sanitarie. [Permanent Conference of Degree Classes of Health Professions. Guidance Document on standards and principles of internship in the CL of the Health Professions] Med. Chir, 2009; 47: 2036-2045.
Mortari L. Apprendere dall'esperienza. Il pensare riflessivo nella formazione [Learning from experience. Reflective thinking in training]. Carocci, 2003.
Zannini L. La tutorship nella formazione degli adulti. Uno sguardo pedagogico [Tutorship in adult education: a pedagogical perspective]. Guerini Scientifica, 2005.
Gamberoni L, Marmo G, Bozzolan M, Loss C, Valentini O. Apprendimento clinico, riflessività e tutorato. Metodi e strumenti della didattica tutoriale per le professioni sanitarie [Clinical learning, reflexivity and mentoring. Tutorial teaching methods and tools for health professions]. EdiSES, 2009.
Chen Y, Hsu L, Hsieh S. Clinical nurse preceptor teaching competencies: relationship to locus of control and self-directed learning. J Nurs Res 2012; 3.20: 237.
Schön D. Il professionista riflessivo [The Reflective Practitioner]. Dedalo, 1993.
Wensel TM. Mentor or preceptor: What is the difference? Am J Health Syst Pharm, 2006.
Boyer SA. Competence and innovation in preceptor development: Updating our programs. J Nurses Staff Dev 2008; 24 (2), E1-E6.
Scandella O. Tutorship e apprendimento. Nuove competenze dei docenti nella scuola che cambia [Tutorship and learning. New skills of teachers in the changing school]. La Nuova Italia, 1995.
Mottana P. Formazione e affetti. Il contributo della psicoanalisi allo studio e alla elaborazione dei processi di apprendimento [Training and affections. The contribution of psychoanalysis to the study and elaboration of learning processes]. Armando Editore, 1998.
Contessa G. La formazione. Manuale per la gestione di progetti e servizi di formazione [Training. Handbook for project management and training services]. CittàStudi, 1993.
Ferraio M. Mentore e rapporto di mentorato: un modello e un punto di vista sull'applicabilità nella società di oggi. Il mentore come antimaestro [Mentor and mentoring relationship: a model and point of view on applicability in today’s society. The mentor as a no-teacher]. Clueb, 1996.
Scandella O. Pensare alla tutorship. Riflessioni su una funzione emergente. Adultità, Metodi per la formazione [Think about tutorship. Reflections on an emerging function. Adulthood, Methods for training]. Guerini, 2004.
Le Boterf G. Costruire le competenze individuali e collettive. Agire e riuscire con competenza. Le risposte a 100 domande [Construire les compétences individuelles et collectives: Agir et réussir avec compétence, les réponses à 100 questions]. Guida Editori, 2008.
Pellegatta C. Tutor clinico tra Università e Azienda sanitaria: ruolo o funzione per il professionista infermiere? [Clinical tutor between University and Healthcare Company: role or function for the nurse practitioner?] L’Infermiere, 2010 (5-6): 45-48.
Regione Emilia-Romagna. Dossier 246-2014. I tutor per la formazione nelle Aziende sanitarie dell’Emilia-Romagna. Area vasta Emilia Nord.
Palese A, et al. Strumento di Valutazione Italiano degli Ambienti di Tirocinio per gli studenti infermieri (SVIAT): protocollo di validazione [Italian Evaluation Tool for Internships for Nursing Students (SVIAT): validation protocol]. Assist Inferm Ric 2016; 35: 29-35.
La Sala R, et al. Nursing students’ perception of the quality of clinical learning: a mixed methods inquiry. Acta Biomed for Health Professions 2019; Vol. 90, S. 6: 78-86.
Nilsson J, et al. A short version of the nurse professional competence scale for measuring nurses' self-reported competence. Nurse Educ Today, 2018; 71: 233-239.
Bertozzi A, Montani D. Tutor clinico: percorsi e strumenti per la valutazione [Clinical tutor: paths and tools for evaluation]. L'Infermiere n.4, 2016; 46-50.
IBM SPSS Statistics Version 26: Windows Installation Instructions (Authorized User License).
The jamovi project. Jamovi. (Version 1.6.9) [Computer Software], 2020. Retrieved from https://www.jamovi.org.
R Core Team. R: A Language and environment for statistical computing. (Version 3.6) [Computer software], 2019. Retrieved from https://cran.r-project.org/.
Rosseel Y, et al. Iavaan: Latent Variable Analysis. [R package], 2018. Retrieved from https://cran.r-project.org/package=lavaan.
Revelle W. psych: Procedures for Psychological, Psychometric, and Personality Research, 2019 [R package]. Retrieved from https://cran.r-project.org/package=psych
Downloads
Published
Issue
Section
License
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Transfer of Copyright and Permission to Reproduce Parts of Published Papers.
Authors retain the copyright for their published work. No formal permission will be required to reproduce parts (tables or illustrations) of published papers, provided the source is quoted appropriately and reproduction has no commercial intent. Reproductions with commercial intent will require written permission and payment of royalties.