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Xie H, Luo D, Li X, Zhang J, Kang B. Pediatric outpatient experiences of senior nursing students: A qualitative study. Jpn J Nurs Sci 2023; 20:e12553. [PMID: 37470318 DOI: 10.1111/jjns.12553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Revised: 06/19/2023] [Accepted: 06/25/2023] [Indexed: 07/21/2023]
Abstract
OBJECTIVES This study aimed to explore the experiences of senior nursing students working in a pediatric outpatient clinic. METHODS This study adopted a descriptive phenomenological approach, through semi-structured interviews. Purposive sampling was used to select 12 senior nursing students in the pediatric outpatient clinic of West China Second University Hospital, Sichuan University, China, from August 2020 to March 2021. The collected data were analyzed using the Colaizzi method. RESULTS Four themes were identified in this study: knowledge and skills (triage, emergency care), communication (courage, communication skills), value re-evaluation (understand of outpatient nurses, judgment of outpatient nurses), and outpatient feelings (satisfaction, empathy, pressure). CONCLUSION Pediatric outpatient internships have a positive impact on senior nursing students. Research has found that constructing a nursing clinical practice pathway in pediatric outpatient clinics helps teachers and students clarify the objectives and content of internships, and the "shadow teaching" model is conducive to nursing students' empathy and thinking. In addition, outpatient internship experience can help students gain communication courage.
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Affiliation(s)
- Hong Xie
- Department of Pediatric Outpatient Nursing, West China Second University Hospital, Sichuan University, Chengdu, China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- West China Nursing School, Sichuan University, Chengdu, China
| | - Dan Luo
- Department of Pediatric Outpatient Nursing, West China Second University Hospital, Sichuan University, Chengdu, China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- West China Nursing School, Sichuan University, Chengdu, China
| | - Xue Li
- Department of Pediatric Outpatient Nursing, West China Second University Hospital, Sichuan University, Chengdu, China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- West China Nursing School, Sichuan University, Chengdu, China
| | - Jianhua Zhang
- Department of Pediatric Outpatient Nursing, West China Second University Hospital, Sichuan University, Chengdu, China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- West China Nursing School, Sichuan University, Chengdu, China
| | - Bingyao Kang
- Department of Pediatric Outpatient Nursing, West China Second University Hospital, Sichuan University, Chengdu, China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- West China Nursing School, Sichuan University, Chengdu, China
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Mafumo JL, Netshikweta ML. Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa. Health SA 2022; 27:2012. [PMID: 36483493 PMCID: PMC9724023 DOI: 10.4102/hsag.v27i0.2012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 08/30/2022] [Indexed: 07/02/2024] Open
Abstract
BACKGROUND Nurse training in South Africa requires placing learner nurses in real-life setting for them to gain practical experience. To complete their training and be competent practitioners, learner nurses must have expectations and aspirations when they go for practice. AIM This study sought to understand learner nurses' expectations at clinical learning areas during placement. SETTING Four clinical learning areas in the Limpopo province were purposely sampled. Tertiary, regional and district hospitals were sampled to obtain information from different levels of care. METHODS A qualitative, descriptive and contextual design was used to explore the expectations of learner nurses during clinical placements. Permission to conduct the study was obtained from various bodies and ethical considerations were ensured. Nonprobability purposive sampling was used, and six focus groups were formed. Each focus group discussion (FGD) had six to eight participants. The FGDs were according to level of study, with the third and fourth levels each having two FGDs because of the number of participants. RESULTS The following three themes emerged: milieu in the clinical learning areas, learning in the clinical areas and self-actualisation. CONCLUSION The clinical learning areas are institutions of promoting learning through practice. They should promote learning and offer support to learners so that learners meet their expectations, which may prevent discouragement and attrition. CONTRIBUTION This study adds to the body of knowledge in nursing education and practice because when students' expectations are met, their training outcome might be positive leading to competent professional nurses.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
| | - Mutshinyalo L Netshikweta
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
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Husaini DC, Mphuthi DD, Chiroma JA, Abubakar Y, Adeleye AO. Nursing students' experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology. PLoS One 2022; 17:e0276656. [PMID: 36327317 PMCID: PMC9632813 DOI: 10.1371/journal.pone.0276656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 10/11/2022] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVES Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students' experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. METHODS Kolb's learning theory provided the framework to explore nursing students' 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. RESULTS Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. CONCLUSIONS This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum' as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.
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Affiliation(s)
- Danladi Chiroma Husaini
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
- * E-mail:
| | - David D. Mphuthi
- Faculty of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa
| | - Jane A. Chiroma
- Department of Leadership and Curriculum Development, Pan Africa Christian University, Nairobi, Kenya
| | - Yusuf Abubakar
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
| | - Adeniyi O. Adeleye
- Central Queensland University, College of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Students' Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway. Nurs Res Pract 2021; 2021:8870394. [PMID: 33898064 PMCID: PMC8052176 DOI: 10.1155/2021/8870394] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 03/25/2021] [Accepted: 04/01/2021] [Indexed: 11/18/2022] Open
Abstract
Practical nursing skills are complex and involve technical, theoretical, and practical aspects, caring perspectives adjusted to both patient and circumstances, as well as ethical and moral considerations. Patients' length of stay in hospitals is decreasing, and more advanced patient treatment is conducted in primary healthcare settings. Hence, education and nursing skills need adjustment in line with the rapidly evolving field of practice. Studies emphasize a need to uncover whether the technical aspect of nursing skills, in general, is challenging in students' learning. The aim of this study was to explore students' perspectives on practical nursing skills and how they can best learn these. Three focus group interviews were conducted with registered nurse students and intellectual disability nurse students in their last semester (n = 11). Conventional, inductive content analysis in line with recommendations from Hsieh and Shannon was used to analyze the data. Two main categories with subcategories were identified: (1) the content of practical skills, with subcategories (a) human-to-human relations, (b) organizational competence, and (c) technical mastering and (2) building competence, with subcategories (a) need for supervision, (b) planning the learning situations, and (c) relevance for practice. Students experienced that practical skills did not only include technical aspects but also the ability to establish a relationship to the patient and to organize their working day. Supervising was assumed as essential both when training in the simulation center and in clinical placement, as well as planning of the training, respectively. Students experienced that some skills learned in the university college were less relevant in clinical practice and that certain skills were difficult to perform in practice due to the type of clinical placement. Hence, there is a need to review the approach to and content of practical nursing skills' learning in healthcare undergraduate programs, to prepare students for clinical practice, and to ensure that they build the competence needed in healthcare services.
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McCloughen A, Levy D, Johnson A, Nguyen H, McKenzie H. Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study. J Clin Nurs 2020; 29:2508-2520. [DOI: 10.1111/jocn.15270] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 02/27/2020] [Accepted: 03/13/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Andrea McCloughen
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
| | - David Levy
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
- Centre for Medical Psychology and Evidence‐based Decision Making Faculty of Science The University of Sydney Camperdown NSW Australia
| | - Anya Johnson
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Helena Nguyen
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Heather McKenzie
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
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Atakro CA, Armah E, Menlah A, Garti I, Addo SB, Adatara P, Boni GS. Clinical placement experiences by undergraduate nursing students in selected teaching hospitals in Ghana. BMC Nurs 2019; 18:1. [PMID: 30651717 PMCID: PMC6332612 DOI: 10.1186/s12912-018-0325-8] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2018] [Accepted: 12/25/2018] [Indexed: 11/29/2022] Open
Abstract
Background In meeting the global standard of patient safety, quality care and nursing leadership, countries are urged by the World Health Organisation to have a greater proportion of nurses educated to degree level or higher. However, some researchers have found that there are very little differences in competencies of diploma registered nurses and first degree nurses in some countries. University education in nursing remains problematic and there are many disparities in the programmes currently being offered in different parts of the world. Though teaching hospitals in Ghana are expected to assist in the training of undergraduate nursing students, there is limited scientific evidence on experiences of undergraduate nursing students in these teaching hospital environments. The purpose of this study was to explore the experiences of undergraduate nursing students in selected teaching hospitals in Ghana. Methods A qualitative explorative descriptive design was used in conducting the study. Purposive sampling technique was utilised in collecting data from thirty-five undergraduate nursing students placed in two teaching hospitals in Ghana. Data were collected through a semi-structured interview guide and analysed manually by the research team. A thematic content analysis was used in analysing data. Results Four main categories of themes were extracted from data. These themes were: 1. Feeling isolated in clinical placement. 2. Inadequate application of the nursing process. 3. Encounter with complex medical devices and complex conditions. 4. Inadequate application of physical examination by nurses. Conclusion There were both positive and negative experiences by undergraduate nursing students in teaching hospitals in Ghana. The opportunity to see various clinical cases and also use complex medical devices were positive experiences for students. However, the undergraduate nursing students also experienced challenges of isolation in placement, inadequate application of the nursing process, and inadequate application of physical assessment by nurses. Undergraduate nursing students require varying levels of support, supervisory commitments and logistics provisions to learn skills such as physical examination and nursing process during placement. Electronic supplementary material The online version of this article (10.1186/s12912-018-0325-8) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Confidence Alorse Atakro
- 1School of Nursing and Midwifery Faculty of Health and Applied Sciences, Christian Service University College, Post office box 3110, Kumasi, Ghana
| | - Ernestina Armah
- 1School of Nursing and Midwifery Faculty of Health and Applied Sciences, Christian Service University College, Post office box 3110, Kumasi, Ghana
| | - Awube Menlah
- 2School of Nursing and Midwifery, Valley View University, Accra, Ghana
| | - Isabella Garti
- 2School of Nursing and Midwifery, Valley View University, Accra, Ghana
| | - Stella Boatemaa Addo
- 1School of Nursing and Midwifery Faculty of Health and Applied Sciences, Christian Service University College, Post office box 3110, Kumasi, Ghana
| | - Peter Adatara
- 3School of Nursing and Midwifery, University of Health and Allied Sciences, PMB 31, Ho, Volta Region Ghana
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Muthathi IS, Thurling CH, Armstrong SJ. Through the eyes of the student: Best practices in clinical facilitation. Curationis 2017; 40:e1-e8. [PMID: 28893072 PMCID: PMC6091592 DOI: 10.4102/curationis.v40i1.1787] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2017] [Revised: 06/01/2017] [Accepted: 06/23/2017] [Indexed: 11/12/2022] Open
Abstract
Background Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning. Objective To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning. Method A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability. Main findings The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged. Conclusion There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.
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