Styrking av veileders kompetanse i utdanning av intensivsykepleiere – et aksjonsforskningsprosjekt
Sammanfattning
Background: Intensive care students need to develop their skills in assessing, analyzing and handling acute and critical clinical situations. Reflection in and after nursing activities and treatment of patients is necessary in order to understand the context and to develop deeper insights. There is a need to strengthen the quality of supervision skills in practical studies in intensive care. In order to succeed, a closer collaboration between the educational institutions and practice field is needed. Purpose: To attain in-depth knowledge of how a training and follow-up program can improve supervision skills among intensive care nurses. Method: An intensive care unit and a university college in Norway collaborated in a two-year action research project. Six nurses with 2–16 years of experience in intensive care participated in the study. They were invited to accomplish a training program in clinical supervision, in counselling groups for supervisors and in reflection groups with students. Focus group interviews and field notes was used to collect data, and content analysis was applied. Results: Patients with complex conditions represented demanding and good learning situations for students. Supervisors’challenge was to find time and space for supervision in a busy and unpredictable environment. They emphasized that their supervision should be adjusted to the student's level and the specific situation. Through the project they learned to pose good questions, inviting students to engage in reflection in and on practice, while not giving immediate answers. They experienced the benefit of participating in a counselling groups as well as in reflection groups, which implied the opportunity to share experiences, new knowledge and critically evaluate current practices and gained motivation to continue to develop their supervision skills. Conclusion: Nurses participating in a training program for clinical supervisors, experienced renewed motivation and improved quality of their clinical supervision of students in intensive care.