Table 3 Outcome space
| Â | Â | Dimensions of variation | ||||
|---|---|---|---|---|---|---|
Role of guidelines from the school | Learning opportunities | Focus supervisor | Focus of reflection | Desirable outcomes of clinical learning | ||
Conceptions | 1.Meet curricular demands | Provide directions (Prescriptive) | Planned situations matching students’ competency level based on their learning goals | Correct, monitor, give feedback to predetermined learning goals | Collect evidence with predetermined formats | Student has completed (personal) learning goals /can independently care for a certain number of patients |
2. Learn to deliberately deliver patient care | Provide directions which should be interpreted within the context | Both planned and unplanned situations, as long as they are reflected on | Respond to predetermined learning goals and actively stimulate student | Supported by formats and focused on improvement, With input from supervisor; deliberately, linked to actual clinical events | In addition to column 1: Student has a better understanding of individual patient care and developed their own ways of working | |
3. Learn to deliver patient care within the larger (healthcare) context | Provide rough directions but can be limiting | Both planned and unplanned situations, including those forcing to look beyond the individual patient-nurse relationship | Respond to predetermined learning goals, actively stimulate students and challenge them to look beyond the individual patient-nurse relationship | Supported by formats and focused on learning, With input from patient and peers; in peer/reflection meetings; beyond individual patient | In addition to columns 1 and 2: Student has become aware and critical of his/her role within the chain, and the patient within the healthcare system | |
4. Become a continuously developing professional | Provide rough directions for future development | Both planned and unplanned situations, with a focus on those that are unexpected and make students stretch their boundaries | Respond to predetermined learning goals, actively stimulate students and challenge them to develop their own learning process | Supported by format of choice, Personalized; in a way and modality that suits student | In addition to columns 1 and 2: student can create new learning opportunities and ways to grow from them as a nurse, stretched personal boundaries | |