Improving student supervision in a Norwegian intensive care unit: A qualitative study
Article first published online: 25 MAY 2011
© 2011 Blackwell Publishing Asia Pty Ltd.
Nursing & Health Sciences
Volume 13, Issue 3, pages 255–261, September 2011
How to Cite
Hansen, B. S., Gundersen, E. M. and Bjørnå, G. B. (2011), Improving student supervision in a Norwegian intensive care unit: A qualitative study. Nursing & Health Sciences, 13: 255–261. doi: 10.1111/j.1442-2018.2011.00609.x
- Issue published online: 26 AUG 2011
- Article first published online: 25 MAY 2011
- Received 19 March 2011; accepted 21 April 2011.
- intensive and critical care nurses;
- student intensive and critical care nurses;
- student supervision
The purpose of the study was to investigate intensive and critical care nurses' experiences of an empowerment program in the context of their role as student supervisors. Multistage focus group interviews were carried out and qualitative content analysis was performed in several steps. The overall results highlighted the need for strategies aimed at ensuring quality. The emerging themes were time, leadership and shared responsibility. Enough time promoted motivation, learning and reflection. Obligations to the student limited their leisure time and family life, and imposed some limitations during working hours. Leadership was perceived as crucial and leaders should act as strategic managers of development. The balance between “shared responsibility” and one supervisor in charge of one student was highlighted. There is a need to strengthen and improve the system of student supervision. There is a need to allocate time for learning and reflection. Who is responsible for the students must be clearly defined in the hospital, the university and in the intensive care unit, and it must be communicated.