Reflectory tools to use between clinical supervisors and nursing students in situational guidance situations - developed from a participatory design

Background: The study explores actions to diminish nursing students’ experienced gap between theoretical teaching and the practical performance in nursing education. The aim of the project was twofold:

to develop reflectory tools for clinical supervisors and nursing students to use to enhance guidance and reflections in situational guidance situations to incorporate the framework Fundamentals of Care in broader clinical settings
Methods: A participatory design was chosen to commit partners from the region, the local community and the educational institution to a common project. The partners were represented by nursing students, clinical supervisors and nursing educators. Reflectory tools was consecutively tested and refined in an interplay between design workshops and clinical practice. Data was collected using participant observations of situational guidance situations and semi-structured individual interviews. Data was analysed in a systemic thinking and pragmatical approach to explore the complex issues in the project.

Results: The findings from the project were threefold. Firstly, there were findings concerning the developing process using participatory design. Secondly, there were findings concerning the applicability of the reflectory tools in the clinical settings, and thirdly, there were findings concerning the nursing students’ use of reflectory tools to transcend theoretical teaching in their practical performance.

Conclusion: Using a participatory design had a motivating effect on each participant. The facilitating role must be supported and addressed as important. The interest and engagement were carried out at a high level. The developed tools increased the professional understanding in a theoretically justified practice for both nursing students and clinical supervisors.