Table 4.

Pilot student focus group comments.

Fall 2008 (Medical Surgical and Pediatric Courses) N = 25
Clinical Teams
(i) Described themselves as fully integrated into team over the term
(ii) Increasingly communicated with health care provider
(iii) Better understanding of the roles of Clinical Resources
Skills Preparation
(i) Skills preparation less than useful
(ii) Requested more unit-based skills
Clinical Immersion
(i) Increasingly more comfortable and confident in clinical practice
(ii) Continuity in clinical care was seen as a plus and team relationships grew
Portfolio: Clinical Mentor Clinical Feedback Form
(i) Further orientation and training required to achieve full benefit of portfolio use
(ii) Written comments perceived to have more value than ratings scale
Winter 2009 (Medical Surgical, Pediatric, Obstetric and Psych Courses) N = 49
Clinical Teams
(i) Experienced Mentors were perceived as more comfortable in the role of clinical educator and with integrating students into the clinical team
(ii) Practiced over the term with greater independence
(iii) Mentor feedback beneficial, post care debriefing sessions viewed positively
(iv) Some RNs less willing to engage students in clinical practice
Skills Preparation
(i) Skill learning/performance increased when skills tied to unit based clinical practice
(ii) Skills reenforced when unit based scenarios used in clinical conference
Clinical Immersion
(i) Provided realistic look at life as a nurse
(ii) Improved patient relationships and understanding of experience from patients' perspectives
(iii) Being proactive in seeking opportunities added a positive effect on overall experience
Portfolio: Clinical Mentor Clinical Feedback Form
(i) Recommended defined comment section on student performance, that is, safety, clinical skills, communication
(ii) Mentor familiarity and preparedness affecting value of feedback
(iii) Student involvement in evaluation increased understanding of clinical performance