Operating Room Nurses' Perceptions of the Clinical Learning Environment: A Survey Study

The learning experiences of student nurses in the perioperative environment: An integrative literature review

OBJECTIVES

For the Student Nurse placement in the perioperative environment provides an opportunity to observe and engage in preoperative, intraoperative, and immediate postoperative care of the surgical patient. To date no synthesis of empirical studies has been undertaken to ascertain the learning impact of the perioperative experience. The objectives of this review were to identify and synthesise the literature on the learning experiences of student nurses within the perioperative environment.

DESIGN

An integrative review that followed Whittemore and Knafl's (2005) framework.

DATA SOURCES

Studies published between 2012 and 2022 were identified via a comprehensive search of the following databases: CINAHL, Medline (OVID), Medline (Pubmed), Medline (EBSCO), EMBASE, PsychINFO, ISI Web of Science and SCOPUS.

REVIEW METHODS

The review was reported in line with the Preferred Reporting for Systematic Reviews and Meta-Analysis (PRISMA). The initial search located 1475 Articles. After screening and checking for eligibility 17 articles were selected. These were critically appraised using the Critical Appraisal Skills Programme (CASP). The papers were analysed and reported in a narrative synthesis.

RESULTS

Seventeen studies met the inclusion criteria for the review. Three categories with five sub categories were identified including: Learning opportunities, Appreciation for perioperative role and intent to return and Factors influencing student learning.

CONCLUSIONS

A large variety of student learning occurs within the perioperative clinical environment. Students viewed staff nurses as positive role models in an environment that posed opportunities and challenges for student learning. Anxiety and stress in an unfamiliar environment were commonly mentioned with students offering recommendations to improve their experience.

"I Felt Alienated in the Operating Room": A Phenomenological Qualitative Study

PURPOSE

To investigate the clinical practice experiences of nursing students in the operating room and to evaluate these experiences in terms of professional socialization.

DESIGN

This study was designed as a qualitative study based on Heidegger's hermeneutic phenomenological approach.

METHODS

The study was conducted with second-year nursing students who attended the operating room (OR) as an observer for 10 hours as part of the Surgical Nursing course. The study data were collected with a semistructured interview form on the day following this restricted and limited experience. This form included items that questioned the students' experiences of how they perceived the clinical experience and how they were ultimately affected. The data were analyzed using van Manen's thematic analysis.

FINDINGS

The study was conducted with nine students, including four males and five females. The ages of the students ranged between 19 and 21 years. Two themes and seven subthemes were determined as a result of the data analysis. The themes of the study were (1) short and difficult experience and (2) very important for professional socialization.

CONCLUSIONS

The study provided important information about nursing students' experiences regarding the effect of OR practice on their professional socialization. It was understood that the students perceived OR practice as a short and difficult experience, felt worthless and alienated, and realized that there was no empathy in the OR. Additionally, they stated that the team members did their job very well and that they felt the importance of being the best. Moreover, they found OR practice important for guiding one's career goals, professional socialization, and gaining a professional identity.