CoChat
Sign Up
Cited by 11Nursing education and managementHealthcare Education and Workforce IssuesInnovative Education and Learning Practices

Nurse preceptors' experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study

Open access
Wallin, Kim, Werkander Harstäde, Carina, Bremer, Anders, Hörberg, Ulrica·2022·Journal of Advanced Nursing
DOI 10.1111/jan.15127
Open this paper in CoChat — free accountOpen PDF

Abstract

Ambulance service organizations worldwide report about an expanding professional role, responsibilities and scope of practice for ambulance clinicians, resulting in discussions concerning educational design and desired professional competencies. To face the contemporary demands in ambulance care, non‐technical skills are advocated and clinical practice considered fundamental for the development of these abilities. However, there is very little research concerning educational strategies for supporting the desired competencies for novice registered nurses in the ambulance service. Aim: To describe and explore nurse preceptors' experience‐based strategies for supporting registered nurses learning in the ambulance service. Design: The study had an inductive and data‐driven approach, guided by phenomenological epistemology. Methods: Twenty‐seven Swedish nurse preceptors were interviewed in three focus groups and four dyadic interviews between October 2019 and April 2020. The data were analysed with reflexive thematic analysis. Findings: The nurse preceptors use several learning strategies, focusing on a socialization process and a clinical competence process, intertwined during clinical practice to support the development of a situated professional identity and a clinical decision‐making competence. Supportive structures facilitate a progressive learning strategy when addressing desired skills and cognitive abilities in teamwork processes and clinical judgement. Conclusion: Supporting novice clinicians, prior to and during clinical practice in the ambulance service, should include medical assessment skills, situation awareness and processes for effective teamwork. Further, novice clinicians need to develop complex cognitive abilities to deal with the dynamic nature of decision‐making in ambulance care. Impact: The study findings show contextual strategies, previously not described and desired competencies when supporting learning for registered nurses in the ambulance service. A theoretical grounding in episteme, techne, phronesis and situation awareness may guide educators at universities, managers in the ambulance service, preceptors and novice clinicians worldwide in the planning and performance of teaching and learning in the ambulance service.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/jan.15127

Cites

33 of 33 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Expectations of performance may form a dual-edged sword: for some, they catalyse a personal drive towards developing competencies further and moving towards professional self-actualisation; for others, they add stress to their work.

    “Such expectations of performance, however, may form a dual-edged sword; for some, this may catalyse a personal drive towards developing their competencies further and moving towards professional self-actualisation [50], which is a positive outcome also presented in our research. Meanwhile, others may consider such expectations as adding stress to their work [8].”

    From Paramedics’ perceptions of job demands and resources in Finnish emergency medical services: a qualitative study (2022) · cites this paper as [50]

    Sections 3.1.2 and 3.2 describe preceptors supporting learners’ personal development, professional identity, and clinical skills. They do not establish that performance expectations catalyse a personal drive toward further competence or professional self-actualisation. The stress clause is attributed to a different citation, [8], and is not part of this verdict. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. qp063oa · DOI · Paper page
  2. Jensen, A. D. (2020). Higher education in the United States' Emergency Medical Services: A phenomenological study (Order No. 28153187). Dissertation. Retrieved from https://www.proqu est.com/docvi ew/24685 74843 ?pq-origs ite=gscho lar&fromo penvi ew=true
  3. Krueger, R., & Casey, M. A. (2015). Focus groups: A practical guide for ap- plied research (5th edition): Thousand Oaks. Sage Publications.

Cited by

Sorted by citations

Related

Authors
Wallin, K., Werkander Harstäde, C., Bremer, A., & Hörberg, U.
Affiliations
  • Linnaeus University (SE)
  • Faculty of Health and Life sciences Linnaeus University Växjö Sweden
Corresponding author
Wallin, Kim
ORCID
Venue
Journal of Advanced Nursing
Publisher
Wiley
Published
2021-12-06
Volume
78
Issue
6
Pages
1704-1717
ISSN
  • 0309-2402 (ISSN-L)
  • 1365-2648
DOI
10.1111/jan.15127
OpenAlex
W4200603591
Cited by
11
References
33
Citations by year
2026: 1 · 2025: 3 · 2024: 2 · 2023: 2 · 2022: 3
FWCI
1.94
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Advanced Nursing (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
Funders
  • Region Kronoberg
  • Directorate for Computer and Information Science and Engineering
Topics
  • Health Sciences › Nursing › Research and Theory › Nursing education and management
  • Health Sciences › Nursing › Leadership and Management › Healthcare Education and Workforce Issues
  • Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
Keywords
nurse preceptors, ambulance services, preceptorship, novice nurses, professional identity, clinical decision-making, teamwork, situational awareness, non-technical skills
MeSH terms
Ambulances, Clinical Competence, Humans, Preceptorship, Focus Groups, Qualitative Research

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review