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dc.contributor.authorAverlid, Gertrud M
dc.contributor.authorHøglund S., Jakob
dc.date.accessioned2020-03-23T15:27:58Z
dc.date.accessioned2020-03-25T01:31:25Z
dc.date.available2020-03-23T15:27:58Z
dc.date.available2020-03-25T01:31:25Z
dc.date.issued2020-02-08
dc.identifier.citationAverlid GM, Høglund S.. The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions. Journal of Clinical Nursing. 2020en
dc.identifier.issn0962-1067
dc.identifier.urihttps://hdl.handle.net/10642/8311
dc.description.abstractAim: To examine which competencies mentors and student nurse anaesthetists per-ceive as important in a clinical anaesthesia education practice. Background: Mentoring during clinical placement in the operating room can be challenging from the viewpoint of both a nurse anaesthetist and their students. The operating room is a work environment with many restrictions, and the nurse anaesthetist's work requires prompt decisions and actions. Simultaneously, the mentor is tasked with guiding and supporting the student. Method: A qualitative approach including two focus group interviews was used. The analysis was conducted using systematic text condensation. The COREQ checklist for qualitative studies was applied. Result: The analysis yielded two main categories,including two sub-categories for each. The first, “Mentoring in the operating room,” contained sub-categories “Application of knowledge and expectations” and “Mentoring experiences,” and the second, “Creating a good climate for learning,” contained sub-categories “Impact on mentoring: human factors” and “Impact on mentoring: obstacle factors.” The mentor's knowledge of human relationships and learning strategies emerged as an important factor with the potential to influence the students’ learning and self-confidence. Another valuable consideration was the ability to give constructive feedback, from the perspective of both. However, production pressure was a negative factor for effective knowledge transition. Conclusions: The ability to give constructive feedback and having an awareness of one's own attitude—which should ideally be positive and inclusive—are crucial mentoring skills. Mutual expectations must be clearly communicated before the clinical placement period, including learning assumptions, a progression plan and learning outcomes. This will facilitate the planning and help to direct the optimal course of learning.Implications for clinical practice: This study highlights that an awareness of the student's vulnerability and the mentor's pedagogical competence and learning strategy are crucial factors to take into account.en
dc.language.isoenen
dc.publisherWileyen
dc.relation.ispartofseriesJournal of Clinical Nursing;First published 25 February 2020
dc.rightsThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAnaesthesia nursingen
dc.subjectClinical placementsen
dc.subjectClinical practicesen
dc.subjectMentor competenciesen
dc.subjectMentor rolesen
dc.subjectNurse anaesthetistsen
dc.titleThe operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptionsen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2020-03-23T15:27:58Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://dx.doi.org/10.1111/jocn.15227
dc.identifier.cristinID1803057
dc.source.issn0962-1067
dc.source.issn1365-2702
dc.relation.journalJournal of Clinical Nursing


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This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Except where otherwise noted, this item's license is described as This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.