Work

The balancing act of competence assessment in placement: postgraduate critical care nursing students’ and preceptors’ experiences. A qualitative study

Year: 2025

Type: article

Abstract: AIM: To explore how postgraduate critical care nursing students and preceptors experience the assessment of students' competence in placement. BACKGROUND: Assessing postgraduate critical care nursing students` competence in placement is a complex and essential part of precepting students. DESIGN: Explorative qualitative study. METHODS: Four focus group interviews and four individual interviews were employed with 15 postgraduate critical care nursing students and 12 preceptors in Norway. Data were analysed by inductive content analysis. RESULTS: The critical care nursing students felt vulnerable due to constantly being assessed despite their previous work experience as nurses. They experienced the need to appear humble and self-critical when assessing themselves. The "chemistry" between students and preceptors could influence the assessment. The preceptors experienced that it was a great responsibility to assess whether the students had sufficient competence and struggled to balance their roles as critical care nurses and preceptors. Clear assessment criteria including both technical- and non-technical skills, regular assessment meetings and support from teachers were regarded valuable. CONCLUSIONS: Placements with competence assessment contribute to both students´ and preceptors' professional development. Clear frameworks and constructive feedback from preceptors are crucial for students' learning process. The preceptors should build on the students' previous competence as nurses to create a safe learning environment. How students are met in the community of practice can be of importance for their learning outcomes and desire to stay in the profession. Given the need for highly qualified critical care nurses, prioritizing quality education for students in placements is essential.

Source: Nurse Education in Practice

DOI: 10.1016/j.nepr.2025.104464

Authors: Line J. Øvrebø, Dagrunn Nåden Dyrstad, Britt Sætre Hansen, Edda A. Johansen

Institutions: University of Stavanger, University of South-Eastern Norway

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,970