Rachel B Salit, Stephanie J Lee, Neel S Bhatt, Paul A Carpenter, Xinyi Fan, Ailie Armstrong, Masumi Ueda Oshima, Laura Connelly-Smith, Elizabeth Krakow, Catherine J Lee, Phuong Vo, Rohtesh Mehta, Karen L Syrjala
Returning to Work Following Hematopoietic Cell Transplantation: The Survivor's Perspective
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learning placement essential postgraduate critical care nursing students education assessment students competence placement important ensure highly qualified postgraduate critical care nurses placement model applied norway involves students assessed preceptor practice teacher university teacher distant role placement aim study explore teachers experience assessment postgraduate critical care nursing students competence placement additionally explore content assessment documents used postgraduate critical care nursing placement education norway study qualitative design main data collection individual interviews 10 teachers eight universities colleges norway additionally performed document analysis assessment documents 10 universities colleges providing postgraduate critical care nursing education norway followed consolidated criteria reporting qualitative research teachers experienced assessment postgraduate critical care nursing students competence placement important complex found difficult determine critical care nursing competence advanced level thematic analysis resulted one main theme teacher facilitates bridging education practice furthermore three themes identified assessment based trust shared responsibility teachers dual role judge supervisor need common clear relevant assessment criteria teachers key role placement contribute bridging education practice providing valuable pedagogical academic input assessment process suggest teachers employed joint university clinical positions enhance collaboration practice education clear relevant assessment criteria essential providing assessment support students educators education practice collaborate developing assessment criteria need collaborate developing nationally internationally common clear relevant userfriendly assessment tools