Commentary on Levett-Jones T and Lathlean J (2009) The Ascent to Competence conceptual framework: An outcome of a study of belongingness. Journal of Clinical Nursing 18, 2870-2879

摘要

Student 'ascent to competence' is largely dependent on individual, interpersonal, contextual and organisational elements inherent in students' clinical practice (Levett-Jones & Lathlean 2009). There is relative agreement, in particular, about the organisational factors that are important in facilitating not just student engagement but also staff participation in learning behaviours in practice. The literature suggests positive work and learning environments exhibit progressive leadership, cooperative teams, work clarity, realistic workload, mechanisms to acknowledge staff and encourage participation in decision-making (Schalk, Bijl, Halfens, Hollands & Cummings 2010).