title: A descriptive survey investigating pre-registration student nurses' perceptions of clinical skill development in clinical placements.
abstract: BACKGROUND
  Clinical skill development is essential to nurse education. Clinical skills are frequently taught in higher education institutions using clinical simulation. It is unclear if clinical skills are subsequently consolidated and developed in clinical placements.
  
  
  OBJECTIVE
  The aim of this survey was to evaluate pre-registration student nurses perceptions of the frequency of opportunities to practise, the level of supervision and assessment of, clinical skills in their clinical placements.
  
  
  METHODS
  This was a cross-sectional survey design using an online, self-report questionnaire including a Likert-type scale and open ended comments.
  
  
  METHODS
  Four hundred and twenty one students, from all year groups, from a university in the south of England on a wide variety of clinical placements participated.
  
  
  METHODS
  Participants evaluated the frequency of opportunity to practise, level of supervision and assessment of and feedback on performance of specific clinical skills. Clinical skills evaluated were measurement of vital signs, aseptic non-touch technique, assisting with eating and drinking, and assisting with comfort and hygiene. Data were analysed utilising Statistical Package for the Social Sciences Version 19.
  
  
  RESULTS
  The frequency of opportunities to practise skills in clinical placement was variable with some participants reporting that they never had opportunity to practise essential skills. Similarly the level of supervision and assessment was also inconsistent suggesting that participants frequently practised clinical skills unsupervised without being assessed as competent.
  
  
  CONCLUSIONS
  Inconsistencies in clinical skill development may lead to graduates who are not work ready and as a result, insufficient clinical competence potentially leads to unsafe practice and poor patient care. This calls for stronger partnerships between educators and clinical areas and the prioritisation of mentor preparation and education as well as organisational support in terms of mentor workload planning.
authors.affiliation: Faculty of Health and Life Sciences, Oxford Brookes University, Ferndale Road, Swindon, SN2 1HL, UK. lstayt@brookes.ac.uk
authors.forename: Louise C
authors.initials: LC
authors.lastname: Stayt
authors.forename: Clair
authors.initials: C
authors.lastname: Merriman
mesh_terms: D000328:Adult; D001290:Attitude; D002983:Clinical Competence; D003430:Cross-Sectional Studies; D004506:Education, Nursing; D004739:England; D006801:Humans; D007858:Learning; D008611:Mentors; D015397:Program Evaluation; D013338:Students, Nursing