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Zhang J, Shields L, Ma B, Yin Y, Wang J, Zhang R, Hui X. The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC MEDICAL EDUCATION 2022; 22:548. [PMID: 35841091 PMCID: PMC9284732 DOI: 10.1186/s12909-022-03609-y] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 07/08/2022] [Indexed: 05/27/2023]
Abstract
BACKGROUND Clinical practice is a core component of nurse education. It is believed that nursing students' clinical placement experiences can affect their learning outcomes, satisfaction, as well as influence their choice of future career. To examine nursing students' perception of clinical learning environment and mentoring in hospital where they perform their clinical placement and the connection of these factor with intention to work as a nurse once graduated. METHODS Nursing students enrolled in clinical practice at least 6 months in hospitals in China were surveyed between January-March 2021. Percentages, frequencies, mean, standard deviation, t-test, ANOVA, and regression analysis were used to analyse the data. RESULTS Of the five scales in the CLES+T, 'Leadership style of the ward manager' scored the highest mean while 'Pedagogical atmosphere at the ward' scored the lowest. Nursing students with lower educational level, those supervised by fixed preceptor, and those intent to be a nurse in the future were significantly more satisfied with the CLES+T. Most of the nursing students are intent to work as a nurse in the future. CLES+T total scores and sub-dimensions (Premises of nursing on the ward) have significantly effectiveness on the intention to be a nurse in the future. CONCLUSIONS Given the significant correlation of between learning environments and nursing students intention to be a nurse in the future, ward managers need to build a good clinical teaching atmosphere and promote opportunities for theoretical and practical connections among students through effective feedback mechanisms, which can enable students to experience a better clinical learning environment and meaningful experiences to build their professional roles and competencies, thus helping to enhance students' willingness to pursue nursing careers in the future.
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Affiliation(s)
- Juxia Zhang
- Educational Department, Gansu Provincial Hospital, Lanzhou, Gansu China
| | - Linda Shields
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Bathurst, New South Wales Australia
| | - Bin Ma
- Evidence-based Medicine, Lanzhou University, Lanzhou, Gansu China
| | - Yuhuan Yin
- School of Nursing, Gansu University of Chinese Medicine, Lanzhou, Gansu China
| | - Jiancheng Wang
- Geriatrics Department, Gansu Provincial Hospital, Lanzhou, Gansu China
| | - Rong Zhang
- School of Nursing, Gansu University of Chinese Medicine, Lanzhou, Gansu China
| | - Xueke Hui
- Lanzhou Medical and Medical insurance Supervision service Guidance Center, Lanzhou, Gansu China
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La Rosa VL, Ciebiera M, Zaręba K, Reyes-Muñoz E, Marques Cerentini T, Barra F, Garzon S, Riemma G, De Franciscis P, Laganà AS, Vitale SG. The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education. J OBSTET GYNAECOL 2021; 42:968-975. [PMID: 34927522 DOI: 10.1080/01443615.2021.1980511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study aims to understand the factors that can hinder Italian midwifery students' educational process, what messages are given to students during their clinical practice, and how students interact with tutors and other professionals. Seven hundred and eighty Italian students of midwifery were asked to answer an Internet-based questionnaire regarding their own opinions concerning their theoretical-practical formative path. For male Italian students, satisfaction is lower than female students as well as for students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors. Based on these data, it is essential to design a formative path for midwives that considers students' opinions and the positive experiences of other countries.Impact StatementWhat is already known on this subject? Several studies underscore the poor preparation of students for learning in clinical settings. The current reality of the Italian academic path in most universities disregards midwifery students' expectations and formative needs.What do the results of this study add? For male Italian students, satisfaction is lower than for female students and students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors.What are the implications of these findings for clinical practice and/or further research? It is essential to design a formative path for midwives that considers students' opinions and other countries' positive experiences.
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Affiliation(s)
| | - Michał Ciebiera
- 1st Department of Obstetrics and Gynecology, Centre of Postgraduate Medical Education, Warsaw, Poland
| | - Kornelia Zaręba
- 1st Department of Obstetrics and Gynecology, Centre of Postgraduate Medical Education, Warsaw, Poland
| | - Enrique Reyes-Muñoz
- Coordination of Gynecological and Perinatal Endocrinology, Instituto Nacional de Perinatología "Isidro Espinosa de los Reyes", Mexico City, Mexico
| | - Tais Marques Cerentini
- Postgraduate Program in Rehabilitation Sciences, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Brazil
| | - Fabio Barra
- Academic Unit of Obstetrics and Gynecology, IRCCS Ospedale Policlinico San Martino, Genoa, Italy
| | - Simone Garzon
- Department of Obstetrics and Gynecology, University of Insubria, "Filippo Del Ponte" Hospital, Varese, Italy
| | - Gaetano Riemma
- Department of Woman, Child, and General and Specialized Surgery, University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Pasquale De Franciscis
- Department of Woman, Child, and General and Specialized Surgery, University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Antonio Simone Laganà
- Department of Obstetrics and Gynecology, University of Insubria, "Filippo Del Ponte" Hospital, Varese, Italy
| | - Salvatore Giovanni Vitale
- Obstetrics and Gynecology Unit, Department of General Surgery and Medical Surgical Specialties, University of Catania, Catania, Italy
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Rezakhani Moghaddam H, Aghamohammadi V, Jafari M, Absalan M, Nasiri K. Challenges Faced by Nursing Students to Work with Nursing Personnel: A Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:313-319. [PMID: 32368170 PMCID: PMC7183760 DOI: 10.2147/amep.s246901] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Accepted: 04/15/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE Nursing is a practice-based discipline. Clinical education is one of the most important parts of nursing education; nurses play an important role in the learning of nursing students. This study was carried out to unveil the challenges of nursing students' learning through working with nurses. METHODS A qualitative design was used to conduct the study in city of Khalkhal, Ardabil province, Iran. In order to collect data through purposive sampling, twenty students were interviewed using in-depth semi-structured individual techniques. Data analysis was done using MAXODA 12. RESULTS Challenges of nursing students' learning were generally categorized into three main themes including inappropriate social norms, inadequate organizational atmosphere, and inadequate resources. CONCLUSION It seems that inappropriate organizational culture in the clinical setting and wrong distribution of resources will lead to disruption of student-nurse relationships and ultimately disruption of clinical education.
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Affiliation(s)
- Hamed Rezakhani Moghaddam
- Health Education, Khalkhal Faculty of Medical Sciences, Khalkhal University of Medical Sciences, Khalkhal, Iran
| | - Vahideh Aghamohammadi
- Nutritional Sciences, Khalkhal Faculty of Medical Sciences, Khalkhal University of Medical Sciences, Khalkhal, Iran
| | - Milad Jafari
- Department of Nursing, Khalkhal Faculty of Medical Sciences, Khalkhal University of Medical Sciences, Khalkhal, Iran
| | - Matin Absalan
- Department of Nursing, Khalkhal Faculty of Medical Sciences, Khalkhal University of Medical Sciences, Khalkhal, Iran
| | - Khadijeh Nasiri
- Department of Medical-Surgical Nursing, Faculty of Medical Sciences, Khalkhal University of Medical Sciences, Khalkhal, Iran
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Ahmed WAM, Mohammed BMA. Nursing students' stress and coping strategies during clinical training in KSA. J Taibah Univ Med Sci 2019; 14:116-122. [PMID: 31435401 PMCID: PMC6694890 DOI: 10.1016/j.jtumed.2019.02.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Revised: 02/17/2019] [Accepted: 02/19/2019] [Indexed: 12/03/2022] Open
Abstract
Objective Nursing students are exposed to several stressors during their studies and training. The aim of this study is to assess the degree of stress experienced by nursing students at Albaha University, KSA and the coping strategies they subsequently employ. Methods A descriptive cross-sectional study was conducted by a simple random sampling technique on 125 nursing students during their clinical practice. The data were collected by a self-administered questionnaire consisting of demographic variables, the Perceived Stress Scale, and the Coping Behavior Inventory. Results Of the 125 participants, 48% were male and 52% were female. The mean age was 21 ± 1.56 years, and they were mostly single 110 (88%). Approximately 65 (52%) were very satisfied and 41 (32.8%) were satisfied with their clinical practice. The main stressors were noise (20; 16%), moving location (nine; 7.2%), social interaction (seven; 5.6%), and personal illness (seven; 5.6%). The perceived stress provoking factors included taking care of patients (1.56 ± 0.45), assignments and workload (1.60 ± 043), lack of professional knowledge and skills (1.24 ± 0.45), field of practice (1.47 ± 0.49), peers and daily life (1.89 ± 0.67), and teachers and nursing staff at hospitals (1.45 ± 079). The strategies used by students to minimise stress included taking a problem-solving approach (1.84 ± 067), staying optimistic (1.56 ± 076), transference (1.34 ± 1.20), and avoidance (1.23 ± 056). Conclusion The nursing students in the study cohort were exposed to moderate stress due to different stressors. In response, they frequently used a problem-solving approach and avoidance. However, a standard protocol by institutions is required to help reduce stress among nursing students.
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Affiliation(s)
- Waled A M Ahmed
- Nursing Department, Faculty of Applied Medical Sciences, Albaha University, Aqiq, KSA
| | - Badria M A Mohammed
- Nursing Department, Faculty of Applied Medical Sciences, Albaha University, Aqiq, KSA
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Determining the opinions of the first-year nursing students about clinical practice and clinical educators. Nurse Educ Pract 2018; 31:35-40. [DOI: 10.1016/j.nepr.2018.04.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2016] [Revised: 03/02/2018] [Accepted: 04/30/2018] [Indexed: 11/18/2022]
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Rodríguez-García M, Medina-Moya JL, González-Pascual JL, Cardenete-Reyes C. Experiential learning in practice: An ethnographic study among nursing students and preceptors. Nurse Educ Pract 2018; 29:41-47. [DOI: 10.1016/j.nepr.2017.11.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 04/24/2017] [Accepted: 11/06/2017] [Indexed: 11/30/2022]
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Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy 2016; 102:365-370. [DOI: 10.1016/j.physio.2015.08.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2014] [Accepted: 08/26/2015] [Indexed: 11/24/2022]
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Crevacore C, Jonas-Dwyer D, Nicol P. The effect of an enrolled nursing registration pathway program on undergraduate nursing students' confidence level: A pre- and post-test study. NURSE EDUCATION TODAY 2016; 39:87-92. [PMID: 27006037 DOI: 10.1016/j.nedt.2015.12.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2015] [Accepted: 12/24/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND In the latter half of the 20th century, registered nurse education moved to university degree level. As a result, there has been a reduction in access for students to clinical experience. In numerous studies, nursing graduates have reported that they do not feel prepared for practice. The importance of maximising every learning opportunity during nursing school is paramount. At Edith Cowan University, a program was initiated that allows students to become enrolled nurses at the midway point of their degree to enable them to work and therefore gain experience in the clinical practice setting during their education. This study investigated the effect of the program on the nursing students' perception of their clinical abilities and explored their ability to link theory to practice. METHODS The research design for this study was a quasi-experimental, prospective observational cohort study. The study included 39 second-year nursing students not enrolled in the program (Group 1), 45 second-year nursing students enrolled in the program (Group 2), and 28 third-year nursing students who completed the program and are working as enrolled nurses (Group 3). Participants were asked to complete a Five Dimension of Nursing Scale questionnaire. RESULTS The quantitative analyses showed that students in Group 1 had statistically significant higher pre-questionnaire perceived abilities across all domains, except in two dimensions when compared to Group 2. The post-questionnaire analysis showed that Group 1 had statistically significant lower perceived abilities in four of the five dimensions compared to Group 2. Group 1 also had significantly lower abilities in all dimensions compared to Group 3. Group 3 had a significantly higher perception of their clinical abilities compared to Group 2. CONCLUSION This study highlights the value of meaningful employment for undergraduate nursing students by providing opportunities to increase confidence in clinical abilities.
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Affiliation(s)
- Carol Crevacore
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Diana Jonas-Dwyer
- Medical Education (eLearning), Education Centre, Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, Australia
| | - Pam Nicol
- School of Paediatrics and Child Health, The University of Western, Australia
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Matchim Y, Kongsuwan W. Thai nursing students' experiences when attending real life situations involving cardiac life support: A Phenomenological study. NURSE EDUCATION TODAY 2015; 35:1186-91. [PMID: 26047601 DOI: 10.1016/j.nedt.2015.05.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2015] [Revised: 05/09/2015] [Accepted: 05/16/2015] [Indexed: 05/25/2023]
Abstract
BACKGROUND During the last few years, manikin simulations have been used for cardiac life support training procedures in medical and nursing education. However, some nursing students have experienced attending real events involving cardiac life support during their clinical practice. OBJECTIVE This study aims to describe the meaning of experience of Thai nursing students when attending real situations of cardiac life support. METHODS A hermeneutic phenomenological study was used. Third and fourth year bachelor of nursing students at a university in the southern region of Thailand who had the experience of attending real situation of cardiac life support were purposely selected as the informants. The data were generated from individual in-depth interviews with eighteen nursing students. Van Manen's approach was used to analyze the data. Trustworthiness was established using the criteria set out by Lincoln and Guba. RESULTS Essential themes situated in the context of the four existential grounds of body, time, space, and relation emerged. These were: being worried and fearful while desiring to participate in cardiac life support procedures; enhancing self value; knowing each moment is meaningful for one's life; having time to understand the reality of life; being in a small corner; appreciating such opportunities and the encouragement given by nurses and the healthcare team; and feeling empathy. CONCLUSIONS Besides learning in classrooms and practicing in labs, experiencing real situations is beneficial for nursing students in learning cardiac life support. This study provides information that can be used for clinical teaching management in the topics relating to cardiac life support.
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Affiliation(s)
- Yaowarat Matchim
- Faculty of Nursing, Prince of Songkla University, Hat Yai, Songkhla 90112, Thailand.
| | - Waraporn Kongsuwan
- Faculty of Nursing, Prince of Songkla University, Hat Yai, Songkhla 90112, Thailand.
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van Wyk S, Heyns T, Coetzee I. The value of the pre-hospital learning environment as part of the emergency nursing programme. Health SA 2015. [DOI: 10.1016/j.hsag.2015.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Msiska G, Smith P, Fawcett T, Munkhondya TM. Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students. ACTA ACUST UNITED AC 2015. [DOI: 10.4236/ojn.2015.55050] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Baraz S, Memarian R, Vanaki Z. The diversity of Iranian nursing students' clinical learning styles: a qualitative study. Nurse Educ Pract 2014; 14:525-31. [PMID: 24731951 DOI: 10.1016/j.nepr.2014.03.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2013] [Revised: 02/15/2014] [Accepted: 03/04/2014] [Indexed: 11/15/2022]
Abstract
BACKGROUND Numerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings. METHODS A qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method. FINDINGS During data analysis, it was found that nursing students employed different clinical learning styles such as 'thoughtful observation,' 'learning by thinking,' and 'learning by doing'. CONCLUSION Students adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings.
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Affiliation(s)
- Shahram Baraz
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Robabeh Memarian
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
| | - Zohreh Vanaki
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
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Licqurish S, Seibold C, McInerney F. Midwifery students' experiences of achieving competency for beginning practice. ACTA ACUST UNITED AC 2013. [DOI: 10.12968/bjom.2013.21.12.874] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Fenton P. Student perceptions of a quality clinical experience: findings from the literature and their application to radiation therapy. ACTA ACUST UNITED AC 2013. [DOI: 10.1002/j.2051-3909.2005.tb00028.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Paul Fenton
- Andrew Love Cancer Centre, Barwon Health; Geelong Hospital; Victoria 3220 Australia
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Wilkins J. The use of cognitive reappraisal and humour as coping strategies for bullied nurses. Int J Nurs Pract 2013; 20:283-92. [PMID: 24889001 DOI: 10.1111/ijn.12146] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This article explores the repercussions of workplace bullying on nurses and the health-care profession as a whole. I discuss the nature of workplace bullying and draw upon prior studies to explore some of the barriers that prevent witnesses to bullying from intervening, as well as barriers faced by targets in taking action to stop the bullying. As overt forms of resistance are often not feasible in situations where nurses occupy subordinate positions to their bullies, I propose that cognitive reappraisal can be an effective coping strategy, and situate this perspective within the research on humour, hope and optimism.
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Affiliation(s)
- Julia Wilkins
- National Dropout Prevention Center for Students with Disabilities, Clemson, South Carolina, USA
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Cleary M, Horsfall J, Jackson D. Role models in mental health nursing: the good, the bad, and the possible. Issues Ment Health Nurs 2013; 34:635-6. [PMID: 23909678 DOI: 10.3109/01612840.2013.806086] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Killam LA, Mossey S, Montgomery P, Timmermans KE. First year nursing students' viewpoints about compromised clinical safety. NURSE EDUCATION TODAY 2013; 33:475-480. [PMID: 22658213 DOI: 10.1016/j.nedt.2012.05.010] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2012] [Revised: 05/03/2012] [Accepted: 05/09/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE Undergraduate nursing students must uphold patient safety as a professional and moral obligation across all clinical learning experiences. This expectation commences at entry into the nursing program. As part of a larger study exploring undergraduate baccalaureate nursing students' understanding of clinical safety, this paper specifically focuses on first year students' viewpoints about unsafe clinical learning situations. METHODS Q-methodology was used. Sixty-eight first year nursing students participated in the ranking of 43 statements indicative of unsafe clinical situations and practices. Data was entered into a Q-program for factor analysis. RESULTS The results revealed a typology of four discrete viewpoints of unsafe clinical situations for first year students. These viewpoints included an overwhelming sense of inner discomfort, practicing contrary to conventions, lacking in professional integrity and disharmonizing relations. Overall, a consensus viewpoint described exonerating the clinical educator as not being solely responsible for clinical safety. DISCUSSION This information may assist students and educators to cooperatively and purposefully construct a clinical learning milieu conducive to safety.
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Affiliation(s)
- Laura A Killam
- School of Health Sciences and Emergency Services, Cambrian College, 1400 Barrydowne Road, Sudbury, Ontario, Canada P3A 3V8.
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Rhodes ML, Meyers CC, Underhill ML. Evaluation Outcomes of a Dedicated Education Unit in a Baccalaureate Nursing Program. J Prof Nurs 2012; 28:223-30. [DOI: 10.1016/j.profnurs.2011.11.019] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2010] [Indexed: 11/25/2022]
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Cleary M, Horsfall J, Mannix J, O'Hara-Aarons M, Jackson D. Valuing teamwork: Insights from newly-registered nurses working in specialist mental health services. Int J Ment Health Nurs 2011; 20:454-9. [PMID: 21676136 DOI: 10.1111/j.1447-0349.2011.00752.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In this qualitative study, the experiences of a small cohort of registered nurses (RN) during the first 2 years of mental health employment were documented. A total of 13 semistructured interviews were completed from within a specialist mental health setting. Eleven issues were identified: (i) teamwork; (ii) experiential learning; (iii) self-development; (iv) confidence; (v) listening; (vi) rapport; (vii) keen observation; (viii) patience; (ix) empathy; (x) learning from colleagues; and (xi) maintaining a positive approach towards patients. The nurses focused on the here-and-now circumstances, rather than on future plans, or past preparation, and were able to elucidate the qualities and skills that they brought to their clinical work. Participants were most proud of achievements that bridged the personal and professional, such as self-development, working closely with patients to develop rapport, experiential learning, and teamwork. Findings highlight the importance of teamwork to newly-graduated RN entering the mental health environment. It is known that teamwork can convey a sense of belonging and help create an environment in which applied experiential clinical learning can occur. Therefore, it is important that efforts are made to facilitate team building and opportunities for teamwork when new graduates are transitioning into the mental health clinical practice environment.
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Affiliation(s)
- Michelle Cleary
- Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, New South Wales, Australia.
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Jackson D, Hutchinson M, Everett B, Mannix J, Peters K, Weaver R, Salamonson Y. Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance. Nurs Inq 2011; 18:102-10. [DOI: 10.1111/j.1440-1800.2011.00536.x] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Brugnolli A, Perli S, Viviani D, Saiani L. Nursing students' perceptions of tutorial strategies during clinical learning instruction: A descriptive study. NURSE EDUCATION TODAY 2011; 31:152-6. [PMID: 20826043 DOI: 10.1016/j.nedt.2010.05.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2008] [Revised: 03/22/2010] [Accepted: 05/19/2010] [Indexed: 05/25/2023]
Abstract
CONTEXT Teaching strategies and methodology used in clinical training are varied and have different levels of outcome. METHODS A descriptive study was carried out in Italy on a convenience sample of third year students at four campuses of the Verona University, using a questionnaire divided into four sections: trainees' perception of the levels of usefulness of various teaching strategies, the levels of effectiveness, the level of supervision and the perceived complexity. RESULTS 308 students compiled the questionnaire. All the tutorial strategies included were perceived as having medium to high levels of usefulness, ten out of the eleven learning strategies were found to be very useful. A medium-high level of usefulness was perceived for supervision (M 2.9±1). The two skills recorded as needing the most supervision were the management of therapy (M 3.8±1.03; Me 4) and performing nursing techniques (M 3.7±0.95; Me 4). The most complex activities were considered to be confronting an emergency situation (M 3.8±1.03) and the planning of care for a group of patients (M 3.3±0.941), and these two activities had had the least amount of supervision. CONCLUSIONS A tutoring model emerged that was centred on learning by experience and with guidance.
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Affiliation(s)
- Anna Brugnolli
- Centre of Higher Education for Health Sciences, Trento, Italy.
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Supporting Clinical Teachers: Developing Radiation Therapists’ Preceptorship Skills. J Med Imaging Radiat Sci 2010; 41:201-206. [DOI: 10.1016/j.jmir.2010.09.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2010] [Accepted: 09/21/2010] [Indexed: 11/22/2022]
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Carlson E, Pilhammar E, Wann-Hansson C. "This is nursing": nursing roles as mediated by precepting nurses during clinical practice. NURSE EDUCATION TODAY 2010; 30:763-767. [PMID: 20378215 DOI: 10.1016/j.nedt.2010.01.020] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2009] [Revised: 01/18/2010] [Accepted: 01/30/2010] [Indexed: 05/29/2023]
Abstract
In nursing education, it has been argued that professional socialization is facilitated by clinical experiences where students work together with precepting nurses. However, few studies found have focused on how nurses think and act as preceptors, hence providing a base for professional socialization to occur. Therefore; this study aimed to describe how preceptors mediated nursing as a profession to undergraduate nursing students during clinical practice. This was an ethnographic study guided by symbolic interactionism. A purposeful sampling of 13 precepting nurses was observed during the field work period. In addition, 16 staff nurses, purposively selected, and experienced in precepting, participated in focus group interviews. All text from field notes and interviews were read as a whole and analyzed following the ethnographic approach. Findings illustrated how nursing was mediated as the medical-technical, the administrative, and the caring role. Preceptors aimed for professionalism in their students by teaching the students to reflect on what they can do independently as nurses. Preceptors strived to verbalise their practical knowledge to make theory explicit and contextualize to student nurses. This knowledge can guide implementation of preceptor programmes focusing on the meaning and implications of professionalism.
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Affiliation(s)
- Elisabeth Carlson
- Malmö University, Faculty of Health and Society, Department of Nursing, Sweden.
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Gunther M. Empathic anger in junior nursing students. J Nurs Educ 2010; 50:242-7. [PMID: 20954574 DOI: 10.3928/01484834-20100930-01] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2008] [Accepted: 02/23/2010] [Indexed: 11/20/2022]
Abstract
The ideal clinical experience fosters development of psychomotor, cognitive, and affective skills while affording initial socialization into the profession. It is expected that during these experiences, nursing students will encounter illustrative exemplars of caring and professional values. The primary stressors during initial clinical experiences arise from issues related to performance and socialization. Nursing students view a good relationship with the RNs at the clinical site as the most crucial influence on their professional growth and development. Even more distressing to students than being treated poorly themselves is watching patients receive uncaring treatment. Students' sadness and anger provoked by perceived uncaring treatment blends to form empathic distress. A content analysis of an assigned narrative from junior nursing students explores empathic anger experienced by the students during their initial clinical rotations.
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Affiliation(s)
- Mary Gunther
- University of Tennessee College of Nursing, Knoxville, Tennessee 37996, USA.
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Grealish L, Bail K, Ranse K. 'Investing in the future': residential aged care staff experiences of working with nursing students in a 'community of practice'. J Clin Nurs 2010; 19:2291-9. [PMID: 20529165 DOI: 10.1111/j.1365-2702.2009.03133.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIMS AND OBJECTIVES This paper aims to discuss the implementation of a 'community of practice' model of clinical teaching into four residential aged care facilities. BACKGROUND There is increasing international evidence that aged care is a burgeoning health issue, particularly in developed countries. Recruitment and retention of nurses is problematic in residential aged care. Nursing students maintain negative perceptions of aged care and dislike clinical placements in that area. Additionally, supporting students in residential aged care is difficult considering the staffing mix of skilled/unskilled staff. Innovative educational strategies are needed to manage the increasing shortages of clinical placements for nursing students in all clinical areas. STUDY DESIGN Staff experiences were elicited through four focus groups onsite at the residential aged care facility where students had been placed, one year after implementation of a 'communities of practice' clinical model. Data analysis used a qualitative, thematic approach. RESULTS The staff in the residential aged care facilities expressed that work was involved in supporting students in the workplace, but that the additional workload was a valuable investment. CONCLUSIONS Staff in residential aged care see working with students as a local investment, where students' fresh eyes, recent knowledge and questioning behaviours are a worthy investment of staff time and effort. Staff also valued the investment in the future, where working with students now creates future nurses sensitive to aged care issues. RELEVANCE TO CLINICAL PRACTICE In a 'communities of practice' model of clinical experience for students, there are benefits for staff as well as students. The implementation of this clinical model in residential aged care was relatively low in cost, a benefit in this sector and has the potential to address the critical issues of recruitment and retention.
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Affiliation(s)
- Laurie Grealish
- Faculty of Health, University of Canberra, Canberra, ACT 2601, Australia.
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Strengthening and updating supervising staff nurses in educational workshops--an international partnership project. Nurse Educ Pract 2009; 10:262-7. [PMID: 20045382 DOI: 10.1016/j.nepr.2009.11.016] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2008] [Revised: 09/16/2009] [Accepted: 11/15/2009] [Indexed: 11/20/2022]
Abstract
As part of a collaborative project involving Tanzania and Sweden, workshops were arranged for staff nurses in order to develop a forum for discussing the raised demands for supervision of nursing students during their clinical education. The aim was to meet nurses in educational workshops to initiate a dialogue on their views and experiences of supporting and supervising nursing students in their clinical studies. Their experiences of the workshops were also requested. Two groups of nurses in Tanzania (n=30), and six groups in Sweden (n=60) participated. The content, which was agreed between the project leaders in Tanzania and Sweden was carried out either on a whole day workshops or divided at three different occasions. Questionnaires were given before and about two months after, and workshops were also evaluated with an open-ended question immediately after. The nurses both in Tanzania and in Sweden appreciated the workshops as a possibility to create a dialogue and to discuss challenges in the supervision of students. Their views and experiences of the supervision role showed awareness of staff nurses as role models and teachers. Accomplishment of this partnership co-operation through arranging workshops has shown to be an easy and simple way of giving support to staff nurses for the supervision task.
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Serena P, Anna B. Italian nursing students' perception of their clinical learning environment as measured with the CLEI tool. NURSE EDUCATION TODAY 2009; 29:886-90. [PMID: 19576663 DOI: 10.1016/j.nedt.2009.05.016] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2008] [Revised: 05/14/2009] [Accepted: 05/27/2009] [Indexed: 05/25/2023]
Abstract
CONTEXT The quality of clinical learning environment is an important factor for nursing students' clinical experience and it is determined above all by a good atmosphere in the ward. The Clinical Environment Inventory (CLEI) has been developed to evaluate clinical learning environments. The CLEI has been found to be homogeneous and its validity has been established in several countries (Australia, England and China). METHODS An exploratory study about Italian nursing students' perceptions of their learning environment was carried out using Chan's Clinical Learning Environment Inventory. The CLEI was translated into Italian and administered to 232 students from three levels of the nursing program in Trento hospital. The tool was administered after they finished the clinical placements. RESULTS All of the questionnaires distributed were returned completed. The students overall perceived their clinical learning environment as good. Third year's students were extremely satisfied (94%) with activities done on the ward, while second year's students reported less satisfaction (88%). All the students (99%) agreed that practical work experience was useful and not a waste of time. CONCLUSIONS This study shows that Italian nursing students have a positive perception of the clinical learning environment, although there remains room for improvement.
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Affiliation(s)
- Perli Serena
- School of Nursing, Trento Health Service, Via Briamasco 2, 38100 Trento, Italy.
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Rush KL, McCracken B, Talley C. Nursing students’ self-perceptions as insiders in the practice culture. Nurse Educ Pract 2009; 9:314-21. [DOI: 10.1016/j.nepr.2008.08.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2007] [Revised: 07/18/2008] [Accepted: 08/13/2008] [Indexed: 10/21/2022]
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Licqurish S, Seibold C. Bachelor of Midwifery students’ experiences of achieving competencies: The role of the midwife preceptor. Midwifery 2008; 24:480-9. [PMID: 17869393 DOI: 10.1016/j.midw.2007.05.001] [Citation(s) in RCA: 67] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2007] [Revised: 04/10/2007] [Accepted: 05/07/2007] [Indexed: 11/29/2022]
Abstract
OBJECTIVES to explore and describe Bachelor of Midwifery students' learning experiences, specifically the role of the midwifery preceptor in learning and development of competency, from the students' perspective. The findings reported are taken from a wider investigation into Bachelor of Midwifery student's achievement of competency. DESIGN grounded theory methodology using in-depth interviews for data collection. SETTING school of nursing and midwifery of one university, and associated clinical teaching hospitals in Victoria, Australia. PARTICIPANTS eight Bachelor of Midwifery students completing their final clinical placement. FINDINGS data analysis in the broader study identified the categories of: hands-on practice; reflecting on practice; building confidence; gaining knowledge; working with midwives; and constructing a sense of self as a midwife. This paper focuses on one category 'working with midwives', which encompasses the therapeutic, interpersonal and clinical characteristics of the preceptor and their impact on student learning. Generally speaking, students identified midwife preceptors as helpful and unhelpful, and students indicated that they prefer to work with a caring midwife preceptor, who enjoys teaching, answers questions fairly and is philosophically similar. Students also felt that they benefited from opportunities for responsibility for care under supportive supervision, hands-on learning and debriefing. Midwife preceptors described as unhelpful were poor role models, did not allow the space for 'hands-on' practice or 'took over', were generally unsupportive and operated in a hierarchical system within the clinical agencies. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE a positive midwife preceptor-student relationship is an integral part of successful student midwife learning, and preceptors with helpful qualities enhance learning. Hands-on learning was emphasised as the most beneficial learning experience and students sought opportunities to work with midwives who imbued the philosophy they admired rather than becoming desensitised or socialised into a midwifery culture that was at odds with the course's philosophy. These findings are potentially useful to inform midwives and agencies teaching student midwives about preceptor behaviours helpful for student midwife learning.
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Affiliation(s)
- Sharon Licqurish
- School of Nursing and Midwifery, Faculty of Health Sciences, Australian Catholic University, St Patrick's Campus, Victoria Parade, Fitzroy 3065, Victoria, Australia
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Abstract
AIMS AND OBJECTIVES To understand the variation of ways that students understand the informal or buddy registered nurse role during facilitated clinical experience, and to identify the relationship between student learning and student understanding and experience of the registered nurse role during clinical experience. BACKGROUND Student clinical experience is an essential aspect of all undergraduate nursing programs. Students expect registered nurses to supervise and support them and to provide learning experiences during clinical placement. Both positive and negative experiences have been reported in the research literature. The quality of the relationship between the registered nurse and the student directly affects the learning outcome for students. DESIGN Qualitative research using a phenomenographic approach. METHODS Semi-structured individual interviews with 24 students from all three years of an undergraduate nursing program at a metropolitan university in Brisbane, Queensland, Australia, who voluntarily participated in this study. Interviews were conducted at the completion of a recent clinical experience. RESULTS While adequate monitoring and supervision is an expectation of students, there is a wide variation in the way registered nurses appear to understand this aspect of student learning. In the category of description, 'registered nurse as gatekeeper: gatekeeping as monitoring and supervision', student conceptions were identified as: registered nurse awareness, registered nurse vigilance, promoting learning/developing learning and growing (as) students. Students identified their experiences and the strategies they used when monitoring and supervision were lacking or limited. CONCLUSIONS The findings of this study illuminate the need for recognition of the complexity of the informal registered nurse role with students and highlight the areas that should be addressed to promote quality student learning experiences. RELEVANCE TO CLINICAL PRACTICE Registered nurses need adequate preparation for their informal role to support and supervise undergraduate students in clinical placement to ensure the safe development of student competence and confidence for their graduate registered nurse role.
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Affiliation(s)
- Jillian D Brammer
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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O'Brien L, Buxton M, Gillies D. Improving the undergraduate clinical placement experience in mental health nursing. Issues Ment Health Nurs 2008; 29:505-22. [PMID: 18437609 DOI: 10.1080/01612840801981355] [Citation(s) in RCA: 31] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Recruitment in mental health nursing is an international problem. Improving the undergraduate clinical placement experience may help to attract students into mental health nursing. In this paper, the authors describe the development and evaluation of a clinical facilitation program aimed at improving the placement experience. Students were surveyed about their attitudes to mental health nursing before and after placement. Based on the results from 254 pre-placement and 248 post-placement surveys there was a large significant increase in students' interest in mental health nursing following clinical placement. Data collected from focus groups also indicated that facilitators, students, and clinical nurses all viewed the program positively.
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Affiliation(s)
- Louise O'Brien
- University of Western Sydney, New South Wales, Australia.
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Cheraghi MA, Salasli M, Ahmadi F. Factors influencing the clinical preparation of BS nursing student interns in Iran. Int J Nurs Pract 2008; 14:26-33. [DOI: 10.1111/j.1440-172x.2007.00664.x] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Kneafsey R, Haigh C. Learning safe patient handling skills: student nurse experiences of university and practice based education. NURSE EDUCATION TODAY 2007; 27:832-9. [PMID: 17240484 DOI: 10.1016/j.nedt.2006.11.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2006] [Revised: 10/25/2006] [Accepted: 11/22/2006] [Indexed: 05/13/2023]
Abstract
INTRODUCTION Poor patient handling practices increase nurse injuries and reduce patients' safety and comfort. BACKGROUND UK Universities have a duty to prepare student nurses for patient handling activities occurring during clinical placements. This study examines students' experiences of moving and handling education in academic and clinical settings. METHODS A 34 item questionnaire was distributed to student nurses at one School of Nursing (n=432, response rate of 75%). RESULTS Many students undertook unsafe patient handling practices and provided reasons for this. There was a medium statistically significant correlation between the variables 'provision of supervision' and 'awareness of patient handling needs' (r(s)=.390, p=.000). 40% of students stated that their M&H competency was assessed through direct observation. Twenty six percent of the total sample (n=110), said they had begun to develop musculo-skeletal pain since becoming a student nurse. Forty-eight stated that this was caused by an incident whilst on placement. DISCUSSION Inadequate patient handling practices threaten student nurse safety in clinical settings. Although some students may be overly confident, they should be supervised when undertaking M&H activities. CONCLUSIONS Though important, University based M&H education will only be beneficial if students learn in clinical settings that take safe patient handling seriously.
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Affiliation(s)
- Rosie Kneafsey
- University of Salford, School of Nursing, Allerton Building, Frederick Road, Salford M6 6PU, United Kingdom.
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Brennan G, McSherry R. Exploring the transition and professional socialisation from health care assistant to student nurse. Nurse Educ Pract 2007; 7:206-14. [PMID: 17689446 DOI: 10.1016/j.nepr.2006.08.006] [Citation(s) in RCA: 33] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2005] [Revised: 07/25/2006] [Accepted: 08/21/2006] [Indexed: 11/24/2022]
Abstract
BACKGROUND Minimal research is available examining the socialisation process from the perspective of students with health care knowledge who prior to undertaking their training worked as a health care assistant (HCA). The transition and professional socialisation process undertaken by students is an important factor in contributing to the successful completion of a pre-registration nursing programme. Despite this, limited empirical research explores the impact prior health care knowledge plays in this process. OBJECTIVE The studies aim was to determine the transitional processes associated with moving from a HCA to Student Nurse. DESIGN A descriptive qualitative study undertaken over an 8-month period at a university in the northeast of England. POPULATION, SAMPLE, SETTING A homogeneous sample of 14 students with previous experience as a HCA within the field of adult nursing was used. METHODS Data were collected through 4 focus group interviews and analysed using [Burnard, P., 1991. A method of analysing interview transcripts in qualitative research. Nurse Education Today 11, 461-466.] thematic content analysis. FINDINGS The main themes that emerged around culture shock and clinical issues identified both positive and negative perceptions upon this process. Equally a new concept is introduced from the findings, that of 'the comfort zone', which explores the intentional reversal into the HCA role by the participants of the study. From the findings a framework for the transition and professional socialisation from HCA to student nurse is provided. The findings will assist the university and others in identifying, addressing and aiding the socialisation needs of these students into their new role as a student nurse.
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Affiliation(s)
- Graeme Brennan
- University of Teesside, School of Health and Social Care, Middlesbrough, England TS1 3BA, United Kingdom.
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Ranse K, Grealish L. Nursing students? perceptions of learning in the clinical setting of the Dedicated Education Unit. J Adv Nurs 2007; 58:171-9. [PMID: 17445020 DOI: 10.1111/j.1365-2648.2007.04220.x] [Citation(s) in RCA: 78] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIM This paper reports a study to explore nursing students' experience of learning in the clinical setting of a Dedicated Education Unit using a communities of practice framework. BACKGROUND The Bachelor of Nursing curriculum at the University of Canberra is clinically focused, recognizing the importance of learning to be a nurse in and from practice. A communities of practice framework underpins the philosophy of the Dedicated Education Unit model of clinical practicum. METHOD In this exploratory qualitative study, a convenience sample of 25 second and third year nursing students participated in focus group discussions, conducted in 2004, to share their views of learning in the Dedicated Education Unit, a newly established model of clinical education. FINDINGS Three major themes were identified: acceptance, learning and reciprocity, and accountability. Acceptance of students by clinicians assisted students to engage in nursing work. Students acknowledged the importance of peer learning in sharing experiences, reinforcing knowledge and enhancing confidence. Students accepted responsibility for their work and they valued this responsibility, but some questioned whether participation in all aspects of work constituted a learning opportunity. CONCLUSION Engagement and participation in the clinical workplace are valuable for nursing students. Strategies to support learning in the workplace can be shared with students and clinicians. Further research to test the theoretical premises of the communities of practice framework in clinical nursing education is required.
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Affiliation(s)
- Kristen Ranse
- School of Health Sciences, University of Canberra, Canberra, Australia.
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Cassidy I. Student nurses' experiences of caring for infectious patients in source isolation. A hermeneutic phenomenological study. J Clin Nurs 2006; 15:1247-56. [PMID: 16968429 DOI: 10.1111/j.1365-2702.2006.01404.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AIM To illuminate issues central to general student nurses' experiences of caring for isolated patients within the hospital environment, which may assist facilitators of learning to prepare students for caring roles. BACKGROUND Because of the development of hospital-resistant micro-organisms, caring for patients in source isolation is a frequent occurrence for supernumerary students on the general nursing programme. Despite this, students' perceptions of caring for this client group remain under researched. DESIGN AND METHODS Through methods grounded in hermeneutic phenomenology, eight students in the second year of the three-year undergraduate programme in general nursing were interviewed using an un-structured, open-ended and face-to-face interview approach. Data analysis was approached through thematic analysis. RESULTS Four themes emerged: The organization: caring in context, Barriers and breaking the barriers, Theory and practice, Only a student. The imposed physical, psychological, social and emotional barriers of isolation dramatically alter the caring experience. Balancing the care of isolated patients to meet their individual needs while preventing the spread of infection has significance for students. Applying infection control theory to the care of patients in source isolation is vital for students' personal and professional development. Perceptions of supernumerary status influence students' experiences of caring for these patients. RELEVANCE TO CLINICAL PRACTICE Designating equipment for the sole use of isolated patients assists students in maintaining infection control standards. Balancing the art and science of caring for patients in source isolation is important to reduce barriers to the student-patient relationship and to promote delivery of holistic care. Staff nurses should consider using available opportunities to impart recommended isolation practices to students thereby linking the theory of infection control to patient care. Providing structured, continuing education for all grades of staff would acknowledge the interdependence of all healthcare workers in controlling hospital-acquired infection.
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Affiliation(s)
- Irene Cassidy
- Lecturer, Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland.
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Dickson C, Walker J, Bourgeois S. Facilitating undergraduate nurses clinical practicum: the lived experience of clinical facilitators. NURSE EDUCATION TODAY 2006; 26:416-22. [PMID: 16434126 DOI: 10.1016/j.nedt.2005.11.012] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2005] [Accepted: 11/25/2005] [Indexed: 05/06/2023]
Abstract
Clinical practicum experience for undergraduate nurses remains undisputed as an essential component of any program. Exposure to the reality of professional practice and its integration of explicit, with tacit knowledge, is invaluable in producing skilled clinicians. Currently there are many issues that have arisen regarding clinical practice education for undergraduate nurses in Australia including; ongoing financial support and resourcing of clinical placements. Developing an understanding of these issues is central to the provision of quality clinical education. The aim of this study is to reveal dimensions of the lived experience of being a clinical facilitator, a popular model of nursing clinical education, to come to an understanding of how facilitation actually takes place in the clinical environment. The Hermeneutic phenomenological approach used in this study has brought to light five essential themes that elucidate the phenomena of facilitation. Those themes have been identified as; knowing your own limitations, employing the notion of stepping in or stepping back, developing alliances, acknowledging the reciprocity of the learning experience, and identifying appropriate clinical buddies. The recommendations from this study will have an impact on current issues and will inturn, influence the quality of clinical education for all stakeholders.
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Affiliation(s)
- Cathy Dickson
- School of Nursing, Family and Community Health, University of Western Sydney, Locked Bag 1797, Penrith South DC, NSW 1797, Australia.
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Abstract
The purpose of planned clinical experience for students of nursing is primarily to provide students with the opportunity to develop their clinical skills, integrate theory and practice, and assist with their socialization into nursing. Nursing, in the main, is a practice-based profession. To this extent, it is essential that nurse education continues to have a strong practical element despite its full integration into higher education institutions (Department of Health, 1999). However, providing adequate support and supervision for learners is challenging. Undoubtedly, exacerbated by increasing numbers of learners, staff shortages and mentors training deficits. This article aims to critically analyse several strategies, which can be used to promote clinical learning.
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Abstract
Students' practice experience is one of the most important aspects of their preparation for registration. There is currently considerable emphasis on improving this practice experience with adequate support and supervision. Mentors play a vital role in supporting, teaching and assessing students in practice. This article offers a literature-based discussion of the development and current practice of the mentor role in the support and assessment of students undertaking pre-registration programmes. The development of the mentor role is discussed. Issues relating to the role in nurse education today are addressed in relation to supporting, teaching and assessing students in practice and mentor accountability. This article discusses how Higher Education Institutions and universities and service managers might support mentors in their role. The implications for practice are outlined and include the NMC standards to support learning and assessment in practice due for publication in 2006.
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Affiliation(s)
- Glynis Collis Pellatt
- Faculty of Health and Social Science, University of Luton, AVEC, Stoke Mandeville Hospital, Aylesbury, UK
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Morgan R. Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective. J Clin Nurs 2006; 15:155-61. [PMID: 16422732 DOI: 10.1111/j.1365-2702.2006.01237.x] [Citation(s) in RCA: 78] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
AIMS AND OBJECTIVES This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement. BACKGROUND The debate regarding theory-practice integration has been ongoing in nursing for decades. Many studies across Europe have consistently demonstrated that the use of clinical skills laboratories have helped students integrate theory to practice during practice placements. Others have identified the difficulty students have relating theory to practice. However, as there appears to be a gap in current literature, from an Irish perspective, it is essential to highlight if Irish students can integrate theory to practice during their first practice placement. DESIGN A qualitative method incorporating the Heideggarian approach of phenomenology was utilized. METHODS A purposeful sampling technique was used to select six participants from all first year students. Interviews were conducted using a semi-structured interview schedule. Data were analysed using the Giorgi method of analysing phenomenological data. RESULTS The participants identified that sessions taught in the clinical skills laboratory before the first practice placement, which they identified as 'basic nursing skills such as taking and recording vital signs and hygiene needs of patients were useful and helped them to integrate theory to practice during their first practice placement. These results are relevant to this paper as they identify the use of teaching sessions in the clinical skills laboratories, enabling students to link theory to practice during practice placements. CONCLUSIONS Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory-practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care. Relevance to clinical practice. Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice.
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Affiliation(s)
- Raph Morgan
- School of Nursing and Midwifery, Trinity College, University of Dublin, Ireland.
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Mannix J, Faga P, Beale B, Jackson D. Towards sustainable models for clinical education in nursing: An on-going conversation. Nurse Educ Pract 2006; 6:3-11. [DOI: 10.1016/j.nepr.2005.05.004] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2004] [Revised: 02/17/2005] [Accepted: 05/11/2005] [Indexed: 11/25/2022]
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Yonge O, Myrick F, Ferguson L, Lughana F. Promoting Effective Preceptorship Experiences. J Wound Ostomy Continence Nurs 2005; 32:407-12. [PMID: 16301908 DOI: 10.1097/00152192-200511000-00013] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Preceptors and students alike want and need a positive preceptorship experience. There are some factors, however, that must be considered when arranging such experiences, including sufficient time, workload management, use of space, monetary payment for preceptorship, preparation for the role, the one-to-one relationship, and the learning environment. This article concludes with specific strategies that address these factors. The first uses a theoretical model, one advocated by the authors, the Preceptor Enabling Model. This model delineates the roles and responsibilities of students, preceptors, staff, and faculty. Preceptors, too, need preparatory workshops, paid time for orientation to the role, evaluation of preceptors, and finally, support.
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Affiliation(s)
- Olive Yonge
- University of Alberta, Edmonton, AB, T6G 2G3.
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Facilitating practice learning in pre-registration nursing programmes – a comparative review of the Bournemouth Collaborative Model and Australian models. Nurse Educ Pract 2005; 5:152-60. [DOI: 10.1016/j.nepr.2004.08.001] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2004] [Indexed: 11/24/2022]
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Brown L, Herd K, Humphries G, Paton M. The role of the lecturer in practice placements: what do students think? Nurse Educ Pract 2005; 5:84-90. [DOI: 10.1016/j.nepr.2004.03.006] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Edwards H, Smith S, Courtney M, Finlayson K, Chapman H. The impact of clinical placement location on nursing students' competence and preparedness for practice. NURSE EDUCATION TODAY 2004; 24:248-55. [PMID: 15110433 DOI: 10.1016/j.nedt.2004.01.003] [Citation(s) in RCA: 83] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/06/2004] [Indexed: 05/21/2023]
Abstract
The challenges confronting nurses in today's health care environments have highlighted the necessity for graduating students to feel both competent and prepared for practice. The aim of the aspect of the study reported in this article was to determine the relationship between the location of clinical placements and competence and preparedness for practice from the perspective of the nursing students. A quasi-experimental design using a pre-test post-test survey was used. The population consisted of all final year Bachelor of Nursing students at Queensland University of Technology, who undertook their clinical placement in either a rural or metropolitan location. The response rate was 65% in the pretest (n = 137) and 57% in the posttest (n =121). The results of the study highlight the importance of both rural and metropolitan clinical environments in developing not only student competency but also students' satisfaction with their clinical experience. The results suggest that the selection of a rural placement is more likely to occur when students feel competent, confident and organised about their clinical experience. Strategies to increase students' perceptions of competence and confidence to undertake a rural placement are likely to increase students' selection to 'go rural'.
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Affiliation(s)
- Helen Edwards
- School of Nursing, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059, Australia.
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