South African student nurses' experiences of professional nurses' role-modelling of caring

A nurturing and caring environment to facilitate nursing students' professional development in Rwanda: a focused ethnographic study

OBJECTIVES

To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.

METHODS

A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.

RESULTS

Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.

CONCLUSIONS

Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.

IMPLICATIONS FOR INTERNATIONAL AUDIENCE

Findings underscore the need to enhance caring values within nursing curricula.

The ethical principles and caring behavior of Indonesian nurses

Introduction: The caring behavior of nurses affects their working performance and the health care quality received by patients. The adherence to ethical principles by nurses is also known to increase this factor. However, no previous studies have been conducted on how ethical principles affect the caring behaviors of nurses. Hence, this study aims to investigate the association between nursing ethics and other demographic characteristics and their caring behavior in Indonesian hospitals. Design and Methods: A cross-sectional descriptive-analytical study was conducted with 389 nurses working in Indonesian hospitals. Furthermore, data were collected using questionnaires, which included demographic characteristics, ethical principles-based attitudes, and caring behavior. The analysis of the data was performed using descriptive (M, SD) and inferential statistics (Chi-square, Spearman’s rank correlation, Fisher’s exact test, and multiple logistic regression) with α= 0.05. Results: According to this study, the caring behavior of nurses was associated with gender (p=0.030) and nursing ethical principles, such as veracity (p=0.025), non-maleficence (p=0.007), beneficence (p<0.000), and fidelity (p<0.000). Fidelity was also revealed as the most influential ethical principle on nurses’ caring behavior, with a value of Exp(B)= 3.446. This indicates that nurses, who had demonstrated good fidelity, cared three times more than those who lacked this quality. Conclusions: Nurses with good ethical principles deliver suitable caring behavior. Hence, applying the right ethics to a patient would result in a great caring attitude, as the principle of ethical behavior is compassion and respectful conduct towards patients.  

The lived experience of being an undergraduate midwifery student in the neonatal unit

OBJECTIVE

The objective of this study is to examine the experience of undergraduate student midwives in the neonatal unit.

BACKGROUND

Clinical experience is an essential component of education for the development of competent midwives. Literature has highlighted the pivotal effects of precepting and how it contributes to student experience. Although there is a plethora of research examining undergraduate student midwives' experience, to our knowledge this is the first study exploring their experience in the neonatal unit.

DESIGN

Based in phenomenology, eight semi-structured interviews were conducted producing rich data.

METHODS

Following informed consent and ethical approval, post transcription, the data were coded using Colaizzi's (1978) framework.

RESULTS

Significant themes and sub-themes emerged such as course design, environmental experience, sources of stress and preceptor experience. The student experience very much depends on the preceptor, how busy the environment is and if appropriately staffed.

CONCLUSIONS

Based on these findings there are suggested recommendations including adjusting the timing and length of the placement and how to improve the environment based on the preceptor-student relationship. Also, suggestions on how consistency and communication can be improved are proposed.

The clinical practice experience in psychiatric clinic of nursing students and career intention in China: A qualitative study

BACKGROUND

Nursing students face a lot of complicated situations and problems when they participate in psychiatric clinical practice for the first time. However, the nursing students' internship experience and career intention in psychiatry have not been well described in China.

PURPOSE

This study aims to explore the experience and career intention of Chinese nursing undergraduates during their first psychiatric internship.

METHOD

This is a qualitative design using phenomenological approach. Data were collected through a case-study, semi-structured, two face-to-face in-depth interviews (N = 13) with third-year nursing students from a university in China on their first clinical internship in a psychiatric department. We followed the consolidated criteria for reporting qualitative research (COREQ) checklist.

RESULTS

Four themes were identified: negative stereotype perceptions about mental illness, professional maturation, personal development, attitude towards psychiatric patients and career choice.

CONCLUSIONS

The experience of nursing students in psychiatric clinical practice was constantly changing. This study indicated that nursing students went through a continuous development process of psychiatric care professional maturation and personal development. However, psychiatric nursing was not an ideal career choice of nursing students. This study provides guidance for educators to optimize the internship experience and take comprehensive measures to improve the professional attractiveness and professional identity of psychiatric nursing.