Characteristics of clinical accompaniment associated with the development of autonomy and competence in nursing students
TL;DR
It was concluded that clinical support favored professional development when it combined guidance, participation, assessment, and progressive responsibility within a clinical environment that enabled students to move toward increasingly independent practice.
Abstract
Clinical support constituted a relevant component of nursing students’ education because of its relationship with progressive participation in real care situations, decision-making, and the development of clinical competence. The objective was to analyze the characteristics of clinical support associated with the development of autonomy and competence in nursing students. A narrative literature review was conducted on scientific literature related to clinical supervision, mentorship, preceptorship, and learning experiences during clinical placements. The analysis showed that autonomy was related to the progressive assumption of responsibilities, real opportunities for participation, and the availability of the clinical supervisor to provide support when required by the situation. Specific feedback, reflection, psychological safety, continuity of supervision, and preceptor preparation were also identified as factors associated with better conditions for competence development. It was concluded that clinical support favored professional development when it combined guidance, participation, assessment, and progressive responsibility within a clinical environment that enabled students to move toward increasingly independent practice.