Elsevier

Nurse Education Today

Volume 15, Issue 3, June 1995, Pages 184-189
Nurse Education Today

Original Paper
Two strategies for promoting clinical competence in pre-registration nursing students

https://doi.org/10.1016/S0260-6917(95)80104-9Get rights and content

Abstract

A ‘cluster’ model of clinical teaching wassuccessfully introduced in 1989 to improve the quality of the clinical component of one pre-registration nursing programme in South Australia. A cognitive model of skills acquisition will be introduced in 1995 to further enhance the effectiveness of ‘cluster’ teaching. Both models are described together with their implementation processes.

References (15)

  • RundusD.

    Maintenance rehearsal and single-level processing

    Journal of Verbal Learning and Verbal Behaviour

    (1977)
  • BrownJ.

    Reciprocal facilitation and face recall

    Psychonomic Science

    (1968)
  • GreenwoodJ.

    Learning to care: thought and action in the education of nurses

  • HowardR.W.

    Concepts and schemata: an introduction

    (1987)
  • MeliaK.M.

    Student nurses' accounts of their work and training: a qualitative analysis

  • MillerG.A.

    The magical number seven, plus or minus two: some limits on our capacity for processing information

    Psychological Review

    (1956)
  • MoorhouseC.

    Registered nurse: the first year of professional practice

    (1992)
There are more references available in the full text version of this article.

Cited by (11)

  • Impact of a learning circle intervention across academic and service contexts on developing a learning culture

    2011, Nurse Education Today
    Citation Excerpt :

    Discussions were guided by Nobel et al. (2005) four-step framework (to deconstruct, confront, theorise, and ‘think otherwise’), that encouraged participants to think abstractly about, and critically reflect upon, identified issues. The learning circle processes that promoted solution focused negotiation were characterised by exploration of the working interface between the tertiary (higher education including universities) and health (hospitals and health service districts) sectors that have traditionally operated under separate cultural norms and practice realities (Greenwood and n'ha Winifreyda, 1995; Hewison and Wildman, 1996). Learning circle discussion aimed to cultivate proactive partnerships through exploring commonalities of desired goals of both academic and health sector partners (namely, development of competent beginning practitioners), as well as improve reciprocal and co-operative communication through facilitated and guided group interaction.

  • An innovative model of supportive clinical teaching and learning for undergraduate nursing students: The cluster model

    2011, Nurse Education in Practice
    Citation Excerpt :

    The discussions culminated in the trialing of a model of supportive clinical teaching and learning model for undergraduate nursing students. This model was developed from the ’cluster model’ similar to the one described by Greenwood and Winfreya (1995) and an approach that was trialed at a hospital in previous years. Once the concept was established, the model was presented to Divisional and Ward Managers in order to gain support for its implementation.

View all citing articles on Scopus
View full text