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Kennedy M, Bray L, Saron H, Brady LM. Scoping communication training in undergraduate children's nursing programmes: A mixed method study examining delivery methods and content. Nurse Educ Pract 2024; 79:104056. [PMID: 39003786 DOI: 10.1016/j.nepr.2024.104056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 05/02/2024] [Accepted: 07/01/2024] [Indexed: 07/16/2024]
Abstract
AIM The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children's nursing programmes across the Republic of Ireland and the United Kingdom. BACKGROUND Communication between a children's nurse and a child/young person influences a child/young person's healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children's nursing curricula. DESIGN A mixed method, online anonymous self-report survey design was adopted. METHODS Programme Leads of undergraduate children's nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study. RESULTS Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children's nurse education. CONCLUSIONS This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children's nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy.
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Affiliation(s)
- Martina Kennedy
- School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Lucy Bray
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Holly Saron
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Louca-Mai Brady
- Centre for Research in Public Health and Community Care, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire AL10 9AB, UK.
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Balkan E, Genc Koyucu R. Feelings and thoughts of midwifery students during their first birth suite placement: A qualitative study. Nurs Health Sci 2024; 26:e13125. [PMID: 38742244 DOI: 10.1111/nhs.13125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 04/16/2024] [Accepted: 04/21/2024] [Indexed: 05/16/2024]
Abstract
This descriptive qualitative study aimed to understand the feelings and thoughts experienced by 4th year midwifery students during the first birth they attended during clinical practice. Focus group interviews were conducted with 22 final year midwifery students in Istanbul, Türkiye December 2020. The transcribed data were analyzed by the descriptive qualitative analysis method. The students experienced not only negative feelings such as fear, torment, anxiety but also positive feelings such as hope, excitement, and curiosity during the first birth practice. The situations that caused negative feelings and thoughts were not only the feelings of the students but also the conditions that negatively affected the care provided to the patient in the clinic. The clinical practice environment affects the feelings and thoughts of midwifery students about the birth process. For this reason, improving the clinical practice environment and supporting students throughout the education process may contribute to the development of positive feelings and thoughts when attending as a student for their first birth suite placement.
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Affiliation(s)
- Elif Balkan
- Department of Obstetrics and Gynecology Nursing, Faculty of Health Sciences, Yalova University, Yalova, Turkey
| | - Refika Genc Koyucu
- Department of Midwifery, Faculty of Health Sciences, Istinye University, Istanbul, Turkey
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He X, Li B, Liu X, Jiao P, Zhao Y. Correlation between hospice competence and death coping ability among nursing students in China: A cross-sectional survey. NURSE EDUCATION TODAY 2024; 134:106080. [PMID: 38163389 DOI: 10.1016/j.nedt.2023.106080] [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: 02/21/2023] [Revised: 12/13/2023] [Accepted: 12/18/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND Palliative care involves providing comprehensive physical, psychological, and social care to improve clinical symptoms and quality of life, as well as to ensure patients' dignity at the end of life. Nurses are important members of hospice care teams, and undergraduate nursing students are the hospice care providers of the future. The ability of undergraduate nursing students to provide hospice care will, thus, directly affect service quality. OBJECTIVE To understand the relationship between hospice competence and the death-coping abilities of nursing students and provide a theoretical basis for promoting the development of hospice education for nursing students. METHODS A convenience sample of 204 nursing students from a university in China completed the general conditions questionnaire, Hospice Competency Assessment Questionnaire, and a simplified version of the Coping with Death Scale. RESULTS The participants' overall average hospice competency score was 46 (35-52), with an average score of 3.0 (2.3-3.3) for effective caregiving skills, 2.6 (2.0-3.0) for cultural and ethical values, and 3.0 (2.2-3.4) for interprofessional teamwork. The average death-coping competency score was 92 (72-107). Multivariate logistic regression and Spearman's correlation analysis showed a positive correlation between death-coping and hospice competencies (P < 0.05). CONCLUSION Nursing students' overall hospice competency is low to moderate. Consequently, nurse educators should effectively modify the hospice education curriculum using the Dedicated Education Unit model.
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Affiliation(s)
- Xiaona He
- Nursing Department of Xinjiang Medical University, China
| | - Boya Li
- Nursing Department of Xinjiang Medical University, China
| | - Xinxin Liu
- Nursing Department of Xinjiang Medical University, China
| | - Peijuan Jiao
- Nursing Department of Xinjiang Medical University, China
| | - Yue Zhao
- Nursing Department of Xinjiang Medical University, China.
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Strandell-Laine C, Salminen L, Blöndal K, Fuster P, Hourican S, Koskinen S, Leino-Kilpi H, Löyttyniemi E, Stubner J, Truš M, Suikkala A. The nurse teacher's pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students. BMC MEDICAL EDUCATION 2022; 22:509. [PMID: 35765065 PMCID: PMC9241303 DOI: 10.1186/s12909-022-03445-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students' clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher's cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students' experiences of the nurse teacher's pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. METHODS A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher's pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018-2019. The data were analyzed using a Chi-Square test, Pearson's correlation coefficients, and linear models. RESULTS A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher's pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students' experiences of the nurse teacher's pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher's pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. CONCLUSIONS This study reveals that nurse teachers play an essential role in supporting and guiding nursing students' final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers' pedagogical cooperation role within the clinical learning environment.
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Affiliation(s)
- Camilla Strandell-Laine
- Department of Nursing Science, University of Turku, 20014, Turku, Finland.
- Novia University of Applied Sciences, Turku, Finland.
- Lovisenberg Diaconal University College, Oslo, Norway.
| | - Leena Salminen
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Katrín Blöndal
- Surgical Services Landspitali - The National University Hospital of Iceland, Reykjavik, Iceland
- Faculty of Nursing, University of Iceland, Reykjavik, Iceland
| | - Pilar Fuster
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Susan Hourican
- School of Nursing, Psychotherapy & Community, Dublin City University, Dublin, Ireland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Turku University Hospital, Turku, Finland
| | | | - Juliane Stubner
- Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Marija Truš
- Department of Nursing, Faculty of Health Sciences, Klaipeda University, Klaipėda, Lithuania
| | - Arja Suikkala
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Diaconia University of Applied Sciences, Helsinki, Finland
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Exploring Midwifery Students’ Experiences of Professional Identity Development During Clinical Placement: A Qualitative Study. Nurse Educ Pract 2022; 63:103377. [DOI: 10.1016/j.nepr.2022.103377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Revised: 05/08/2022] [Accepted: 06/03/2022] [Indexed: 11/22/2022]
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Mulligan K, Frawley T. The lived experience of being an undergraduate midwifery student in the neonatal unit. Nurse Educ Pract 2021; 59:103273. [PMID: 35078070 DOI: 10.1016/j.nepr.2021.103273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 10/25/2021] [Accepted: 12/05/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The objective of this study is to examine the experience of undergraduate student midwives in the neonatal unit. BACKGROUND Clinical experience is an essential component of education for the development of competent midwives. Literature has highlighted the pivotal effects of precepting and how it contributes to student experience. Although there is a plethora of research examining undergraduate student midwives' experience, to our knowledge this is the first study exploring their experience in the neonatal unit. DESIGN Based in phenomenology, eight semi-structured interviews were conducted producing rich data. METHODS Following informed consent and ethical approval, post transcription, the data were coded using Colaizzi's (1978) framework. RESULTS Significant themes and sub-themes emerged such as course design, environmental experience, sources of stress and preceptor experience. The student experience very much depends on the preceptor, how busy the environment is and if appropriately staffed. CONCLUSIONS Based on these findings there are suggested recommendations including adjusting the timing and length of the placement and how to improve the environment based on the preceptor-student relationship. Also, suggestions on how consistency and communication can be improved are proposed.
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Affiliation(s)
- Kevin Mulligan
- National Maternity Hospital, Holles Street, Dublin 2 D02 YH21, Ireland; Centre for Midwifery Education, Coombe Women and Infants University Hospital, Dublin 8 D08 XW7X, Ireland.
| | - Timothy Frawley
- Room C125, UCD School of Nursing, Midwifery and Health Systems, Belfield, Dublin 4 D04 V1W8, Ireland
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Bøe SV, Debesay J. The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward. SAGE Open Nurs 2021; 7:23779608211052357. [PMID: 34722877 PMCID: PMC8554561 DOI: 10.1177/23779608211052357] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 09/12/2021] [Accepted: 09/23/2021] [Indexed: 11/17/2022] Open
Abstract
Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.
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Affiliation(s)
- Siri Vestby Bøe
- OsloMet - Oslo Metropolitan University, Department of Nursing and Health Promotion, Postboks 4, St. Olavs plass, 0130 Oslo
| | - Jonas Debesay
- OsloMet - Oslo Metropolitan University, Department of Nursing and Health Promotion, Postboks 4, St. Olavs plass, 0130 Oslo
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Stefaniak M, Dmoch-Gajzlerska E. Evaluation of a Mentor training program for midwives in two hospitals in Warsaw, Poland - a qualitative descriptive study. BMC MEDICAL EDUCATION 2021; 21:345. [PMID: 34130674 PMCID: PMC8204609 DOI: 10.1186/s12909-021-02769-7] [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: 03/08/2021] [Accepted: 05/26/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Mentoring is a recognized, but still underutilized strategy for effective clinical training of midwifery students. The success of formally recognized course-embedded mentoring depends on adequate preparation of clinical teacher to act as mentors and effective developing of their mentoring skills. The aim of this study was to evaluate a Mentor Training Program for midwives, the first of its kind in Poland. METHODS Twenty-one midwives who completed a dedicated Mentor Training Program organized by the Medical University of Warsaw (12-14 June 2017) participated in this study. In Stage 1, 7 days prior to the training course, the participants completed an online questionnaire that identified their motivations and expectations. In Stage 2, they assessed the training program they had completed as well as described any perceived needs of further mentor training. Subsequently a qualitative study of the data was performed using content analysis. RESULTS In Stage 1, the participants expressed their interest in the Mentor Training Program mostly expecting to develop skills allowing them to implement mentoring in clinical training of student midwives. They were aware of the potential benefits of mentoring for hands-on instruction on the wards and wanted to gain knowledge of this strategy. In Stage 2, the overall satisfaction with the program was high, but the participants assessed their preparedness to act as midwifery mentors as inadequate. The results suggest that the Mentor Training Program should be further refined and expanded while the outcomes need to be evaluated in more detail by both new mentors and their trainers over a longer period of time, possibly after the participants have gained actual experience of mentoring in the clinical setting. CONCLUSION The participants described the Mentor Training Program as innovative, valuable and largely meeting their expectations. They gained knowledge of the concept of mentoring and its potential application in clinical training of midwifery students in Poland. Future mentor training programs should be expanded with a greater focus on developing, strengthening and applying mentoring skills in the clinical setting.
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Affiliation(s)
- Małgorzata Stefaniak
- Department of Obstetrics and Gynecology Didactics, Faculty of Health Sciences, Medical University of Warsaw, ul. Litewska 14/16, 00-575 Warsaw, Poland
| | - Ewa Dmoch-Gajzlerska
- Department of Obstetrics and Gynecology Didactics, Faculty of Health Sciences, Medical University of Warsaw, ul. Litewska 14/16, 00-575 Warsaw, Poland
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