Research has shown that integrating theory and practice is essential for nursing students to develop clinical competence and critical thinking skills (Seal, 2022). The CI and CF play a crucial role in the renal unit in promoting the integration of theory to practice by encouraging students to apply their theoretical knowledge to clinical practice. This can be achieved through student-centered, active learning strategies such as case studies, simulations, and role-playing activities. These strategies enable students to realize the gap between theory and practice and grow deeper know-how about the practical applications of nursing concepts. In addition, regular debriefing sessions with students can provide an opportunity for reflection and discussion on how theory can be applied in practice. These sessions can help students to identify gaps in their knowledge and skills and develop strategies to improve their performance. Seal (2022) states that students participating in regular reflection and discussion activities are more likely to succeed in nursing courses. The CI and CF should also offer regular commentary to the Education Institution and Placement Provider to enhance the quality of students’ experiences in a health facility. Feedback can be given in various forms, such as written reports, verbal feedback, or through online platforms. The feedback should be specific and highlight areas where improvement is needed, such as communication skills or technical proficiency. Seal (2022) states that students receiving timely and specific feedback are more likely to succeed in nursing courses. (Order for Homework Help Online)
Effective feedback is critical to the success of clinical placements as it provides students with the necessary information to improve their performance and meet the desired learning outcomes. According to Southwell (2019), constructive feedback should be given in a non-judgmental, specific way and focused on behaviors that can be changed. It should also be given promptly to allow students to make necessary improvements during placement. Also, clinical facilitators should provide regular feedback to students, both formal and informal, to support their learning and development. In addition, the assessment of students during the placement period should be conducted fairly and transparently. In this case, the article highlights the importance of using objective criteria, such as observation of skills, knowledge, and attitudes, to assess student performance (Southwell, 2019). This helps to ensure that assessments are based on evidence and are not influenced by personal biases. The assessment process should also be formative, providing students with feedback on their performance and identifying areas where they need to improve. This allows students to actively participate in their learning and development and supports them in meeting the desired learning outcomes. In general, the responsibility of the CI and CF in conducting clinical assessments and providing constructive feedback to students is critical to the success of clinical placements. By using objective criteria, providing timely feedback, and conducting formative assessments, students can receive the support they need to improve their performance and achieve their learning outcomes. Hire Professional Essay Writers online
Research has shown that using work-established clinical evaluation tools, such as e-portfolios with attached “entrustable professional activities (EPAs),” can effectively meet Quality Indicator 5.1 for clinical assessments during nursing placements (Bramley et al., 2021). EPAs are clinical activities or tasks that a nurse is expected to perform independently and with competency and are often used to assess nursing competence during clinical placements. Using e-portfolios with embedded EPAs provides a structured and standardized approach to clinical assessment, which can benefit new graduate nurses unfamiliar with the assessment process. These tools can provide clear assessment criteria, rubrics, and a record of the nurse’s performance throughout the placement period. In addition, e-portfolios with embedded EPAs can facilitate feedback and discussion between the nurse and their preceptor or clinical educator, supporting ongoing learning and development. Bramley et al. (2021) conducted a study to evaluate the effectiveness of a digital portfolio with attached EPAs for clinical evaluation during nursing placements. The study results showed that the tool effectively assessed nursing competence, provided feedback for improvement, and promoted the reflective practice. The study also found that using the tool improved communication and collaboration between nurses and their preceptors or clinical educators. Work-based clinical assessment tools, such as e-portfolios with embedded EPAs, can effectively meet Quality Indicator 5.1 for clinical assessments during nursing placements. These tools can provide a structured and standardized approach to assessment, facilitate feedback and discussion, and support ongoing learning and development for new graduate nurses.