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O Abah G, O Okafor S, Anyoko-Shaba O, Nnamchi OC, Ọkop EO, Ogunleye A. Factors to Effective Clinical Experience, Willingness to pursue Career in Rural Health Facilities among Nursing Students on Clinical Placement in Southeast Nigeria and Rural Development. INVESTIGACION Y EDUCACION EN ENFERMERIA 2024; 42:e09. [PMID: 39083836 PMCID: PMC11297459 DOI: 10.17533/udea.iee.v42n2e09] [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: 11/19/2023] [Accepted: 05/14/2024] [Indexed: 08/02/2024]
Abstract
Objective To describe the Factors to Effective Clinical Experience and Willingness to pursue Career in Rural Health Facilities among Nursing Students on Clinical Placement in southeast Nigeria. Methods The study was conducted among 48 rural health centres and general hospitals with 528 respondents from different higher institutions of learning serving in these health facilities for their clinical experience. The study applied survey design and utilized questionnaire instrument for data collection. Results Majority of the students (60%) agreed that their school lacked functional practical demonstration laboratory for students' clinical practice, 66.7% agreed that their school lab lacked large space for all the students to observe what is being taught, 79.9% that their school lab lacked enough equipment that can enable many students to practice procedures; majority of the students (79.9%) answered that the hospitals where they are on clinical placement lacked enough equipment needed for the students on each shift of practice, 59.9% agreed that student/client ratio in each ward during clinical experience periods was not enough for students' practice under supervision, while 73.3% indicated that their school lacked library with current nursing texts for references. Personal, socioeconomic and institutional factors explain the 76% of the variance of effective clinical experience and the 52% of the variance of the willingness to work in rural health facilities in the future if offered employment. Conclusion The factors surrounding effective clinical experience in rural healthcare facilities in southeastern Nigeria are unfavorable and could discourage future nurses from working there. It is necessary to implement strategies to improve the management of these centers in order to promote the perspective of improving sustainable rural health in this region.
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Affiliation(s)
- George O Abah
- Senior Lecturer. Philosophy Department, University of Nigeria, Nsukka.
| | - Samuel O Okafor
- Ph.D. student and research consultant. Department of Sociology/Anthropology, University of Nigeria, Nsukka.
| | | | | | - Ekaette O Ọkop
- Lecturer. Department of Adult Education and extra Moral Studies, University of Nigeria, Nsukka.
| | - Akindele Ogunleye
- Consultant. EI Paso Educational Leadership and Foundations, University of Texas, USA.
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Ti-Enkawol Nachinab G, Armstrong SJ. The development of a framework for clinical education programme of undergraduate nursing students in Ghana. BMC Nurs 2024; 23:263. [PMID: 38654226 PMCID: PMC11036577 DOI: 10.1186/s12912-024-01915-y] [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: 11/28/2023] [Accepted: 04/04/2024] [Indexed: 04/25/2024] Open
Abstract
INTRODUCTION Clinical education is an important aspect of the training of nursing students but it is faced with challenges in Ghana. The development of a framework will respond to the need for improvement in the quality of clinical nursing education. This study describes part of a larger study which culminated in the development of a framework for a clinical education programme for undergraduate nursing students in Ghana. The aim of the current study was to integrate findings from a scoping review and situational analysis to develop a framework for clinical education in nursing. METHODS A sequential multimethod design approach was used to conduct the study. A scoping review on the practices that facilitate clinical nursing education and situational analysis were first conducted. The lessons learnt from the scoping review and the situational analysis provided the data matrix that was triangulated to develop the framework. The framework was developed using the model for clinical education developed by South African Nursing Education Stakeholders in consultation with experts in nursing education. An implementation plan was developed from the framework and evaluated using a Delphi technique. FINDINGS The resulting framework indicates the need for effective communication and collaboration between nursing education institution and the service setting to ensure that there is a well-structured clinical placement, formal supervision system and effective clinical assessment of students. The framework also proposes that to ensure quality clinical nursing education there is the need for Nursing Education Institutions to implement innovative and cost-effective clinical teaching methods. CONCLUSION The framework spells out the functions of the various stakeholders in nursing education and how these can be integrated and implemented to enhance quality clinical nursing education. Effectiveness of the thematic areas of the framework will increase the quality of clinical nursing education.
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Affiliation(s)
- Gilbert Ti-Enkawol Nachinab
- Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, South Africa.
- Department of General Nursing, University for Development Studies, Tamale, Ghana.
| | - Susan Jennifer Armstrong
- Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Leigh L, Mok ZH. The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience. MEDICAL TEACHER 2024:1-8. [PMID: 38608671 DOI: 10.1080/0142159x.2024.2337254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 03/26/2024] [Indexed: 04/14/2024]
Abstract
BACKGROUND Problem-based learning is used widely in pharmacy and medical programmes, incorporating realistic patient scenarios into regular teaching as a way of linking theory to practice. Routine case-based learning lessons ranges from real patient involvement, scripted patient scenarios, digital simulations (avatars) as well as through media such as Zoom. The existing literature has explored the extensive benefits of using patients in clinical education, but fewer studies have directly compared the efficacy of each model as learning tools. AIM To compare student perceptions of patient-based learning models to elicit student empathy, increase engagement, improve knowledge, and enrich learning experience. METHODS A questionnaire was distributed to second-year pharmacy students in Swansea University to gather their perceptions on the nine different patient-based learning models in their routine teaching (SUMS RESC 2023-0011). Students were asked to rank their experience of the models explicitly against each other, based on the four pillars of (1) eliciting student empathy, (2) increasing engagement, (3) improving knowledge and (4) enriching the learning experience. Students were also asked to rate the significance of realism (i.e. knowing the patient demographics/having a visual representation of the patient) to their experience. RESULTS Altogether, 31 student rankings of the nine learning models were weighted (9 = highest rank; 1 = lowest ranked). The data showed clear preferences for real-patient involvement over fictional cases, especially for eliciting empathy. Interestingly, scripted scenarios were rated highly for both engagement and learning experience only when avatars were involved, which suggests a role of animated visual representation of the patient in facilitating these outcomes. CONCLUSION Whilst it is useful to have multiple patient-based learning models, this study serves as a guide for educators in preparing case-based learning sessions for achieving the desired outcomes of any of the four pillars above.
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Affiliation(s)
- Luke Leigh
- Swansea University Medical School, Swansea, UK
| | - Zi Hong Mok
- Swansea University Medical School, Swansea, UK
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Strand IR, Knutstad U, Havnes A, Sagbakken M. Addressing a Critical Voice in Clinical Practice: Experiences of Nursing Students, Teachers, and Supervisors-A Qualitative Study. NURSING REPORTS 2024; 14:788-800. [PMID: 38651473 PMCID: PMC11036202 DOI: 10.3390/nursrep14020061] [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: 01/23/2024] [Revised: 03/20/2024] [Accepted: 03/25/2024] [Indexed: 04/25/2024] Open
Abstract
AIM Our goal was to explore how power asymmetry manifests within the relationships between students, teachers, and supervisors, and how it influences students' ability for critical reflection. DESIGN This study has an explorative qualitative design. METHODS Thirty in-depth interviews with nursing students (15), teachers (9), and supervisors (6) were conducted in addition to 16 observations of mid-term assessments during clinical practice. The analysis was conducted using Braun and Clarke's thematic analysis. RESULTS The students described being a student as a balancing act between humility, conforming to the supervisor's expectations, and speaking their minds. The view expressed by the teachers and supervisors is that training for the nursing profession is closely linked to the students' ability to act independently. Due to the supervisors' hierarchical position, however, students are hesitant to voice any criticism regarding insufficient supervision or unsatisfactory performance of clinical tasks while at the same time being evaluated on their ability to critically reflect on their own and others' clinical performance. This study was prospectively registered with the Norwegian Centre for Research Data on the 15th of August 2017 with the registration number 54821.
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Affiliation(s)
- Ingrid Rachel Strand
- Faculty of Health, OsloMet—Oslo Metropolitan University, 0130 Oslo, Norway; (U.K.); (A.H.); (M.S.)
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Awiagah SK, Dordunu R, Hukporti N, Nukunu PE, Dzando G. Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review. SAGE Open Nurs 2024; 10:23779608241255263. [PMID: 38784649 PMCID: PMC11113047 DOI: 10.1177/23779608241255263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 12/26/2023] [Accepted: 04/28/2024] [Indexed: 05/25/2024] Open
Abstract
Background Clinical supervision involves the professional relationship between an experienced and knowledgeable clinician and a less experienced clinician in which the experienced clinician provides support toward the skills development of the less experienced one. The concept, structure, and format of clinical supervision vary in various jurisdictions and is influenced by the availability of resources, the training needs of supervisees, and organizational structures. Aim The aim of this scoping review was to explore, map out and synthesize the available literature on the facilitators and barriers to clinical supervision in Ghana. Methods The methodological framework developed by Arksey and O'Malley and modified by Levac et al. for scoping reviews, and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews were used to ensure a coherent and transparent reporting of literature. A systematic search was conducted in PubMed, CINAHL, Scopus, Medline, and Google Scholar using key words and key terms. Articles published between January 1, 2000, and February 28, 2023, were included in the review. Results The initial search across all the databases yielded 208 results. Two independent reviewers completed both the title and abstract, and full text screenings. A third reviewer helped to resolve all discrepancies that arose during the screening process. The review included 20 articles and generated four themes: clinical supervision as a collaborative effort, feedback mechanism, training and adaptation, and challenges with implementation. Conclusion Findings from this review highlight that healthcare professionals in Ghana valued clinical supervision. However, the implementation of clinical supervision is faced with individual and systemic challenges. There is the need for on-going collaboration between educational and clinical institutions to develop modalities that promote clinical supervision in Ghana.
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Affiliation(s)
| | - Rebecca Dordunu
- School of Nursing and Midwifery, University of Ghana, Legon, Ghana
| | - Nelson Hukporti
- The Dudley Group NHS Foundation Trust, Russells Hall Hospital, Dudley, UK
| | - Promise Edem Nukunu
- Department of Allied Health Professions, King Graduate school, Monroe College, USA
| | - Gideon Dzando
- Research Centre for Public Health, Equity and Human Flourishing, Torrens University Australia, Adelaide, Australia
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Jacob A, Seif S, Munyaw Y. Perceptions and experiences of diploma nursing students on clinical learning. A descriptive qualitative study in Tanzania. BMC Nurs 2023; 22:225. [PMID: 37391811 DOI: 10.1186/s12912-023-01362-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Accepted: 05/31/2023] [Indexed: 07/02/2023] Open
Abstract
BACKGROUND The quality of nursing education depends largely on the experience student receive in the clinical environment. The learning environment is complex with factors that may positively or negatively influence students learning. The current study aimed to explore the experiences and perceptions of diploma nursing students toward their clinical learning in Dodoma-Tanzania. METHODS A qualitative descriptive study design was employed. The study was conducted in four nursing schools involving 32 nursing students who were purposively selected. Data was collected using focus-group discussions and analyzed using thematic analysis. RESULTS Three main themes emerged during the discussions: experience on personal and technical support for clinical learning, the importance of the clinical environment in clinical learning, and insufficient clinical educational planning. The majority of students had negative experiences including poor clinical supervision, lack of equipment, congestion of students, and inability to meet clinical objectives. Few students had positive experiences related to exposure to a real clinical environment and great support from staff nurses. CONCLUSION Students had mixed experiences, both positive and negative on their clinical learning. The majority of students had negative experiences. This may have a serious impact on the student completing their education, the services they will offer to patients when employed, and nursing professional development.
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Affiliation(s)
- Angela Jacob
- Department of Nursing Management and Education, School of Nursing and Public Health, University of Dodoma, Post Office Box 395, Dodoma, Tanzania.
| | - Saada Seif
- Department of Nursing Management and Education, School of Nursing and Public Health, University of Dodoma, Post Office Box 395, Dodoma, Tanzania
| | - Yuda Munyaw
- Haydom Lutheran Hospital, Post Office Box 9000, Haydom, Mbulu, Tanzania
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Mann J, Brooks MB, Kella F, Euller L, Adelman S, Sonnie M, van de Water B. The impact of clinical placement site, community clinic versus tertiary hospital, on midwifery students' clinical learning experience in Sierra Leone: a cohort study. BMC MEDICAL EDUCATION 2023; 23:416. [PMID: 37287016 DOI: 10.1186/s12909-023-04413-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Accepted: 05/30/2023] [Indexed: 06/09/2023]
Abstract
BACKGROUND In midwifery education, the clinical learning experience (CLE) is a critical component to gaining competency and should comprise greater than 50% of a student's education. Many studies have identified positive and negative factors affecting students' CLE. However, few studies have directly compared the difference in CLE based on placement at a community clinic versus a tertiary hospital. METHODS The aim of this study was to examine how clinical placement site, clinic or hospital, impacts students' CLE in Sierra Leone. A once 34-question survey was given to midwifery students attending one of four public midwifery schools in Sierra Leone. Median scores were compared for survey items by placement site using Wilcoxon tests. The relationship between clinical placement and student's experience were assessed using multilevel logistic regression. RESULTS Two-hundred students (hospitals students = 145 (72.5%); clinic students = 55 (27.5%) across Sierra Leone completed surveys. Most students (76%, n = 151) reported satisfaction with their clinical placement. Students placed at clinics were more satisfied with opportunities to practice/develop skills (p = 0.007) and more strongly agreed preceptors treated them with respect (p = 0.001), helped improve their skills (p = 0.001), provided a safe environment to ask questions (p = 0.002), and had stronger teaching/mentorship skills (p = 0.009) than hospital students. Students placed at hospitals had greater satisfaction in exposure to certain clinical opportunities including completing partographs (p < 0.001); perineal suturing (p < 0.001); drug calculations/administration (p < 0.001) and estimation of blood loss (p = 0.004) compared to clinic students. The odds of students spending more than 4 h per day in direct clinical care were 5.841 (95% CI: 2.187-15.602) times higher for clinic students versus hospital students. There was no difference between clinical placement sites in regards to number of births students attended (OR 0.903; 95% CI: 0.399, 2.047) or number of births students managed without a preceptor/clinician present (OR 0.729; 95% CI: 0.285, 1.867). CONCLUSION The clinical placement site, hospital or clinic, impacts midwifery students' CLE. Clinics offered students significantly greater attributes of a supportive learning environment and access to direct, hands-on opportunities for patient care. These findings may be helpful for schools when using limited resources to improve the quality of midwifery education.
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Affiliation(s)
- Julie Mann
- Seed Global Health, 20 Ashburton Place, 6th Floor, Boston, MA, 02108, US.
| | - Meredith B Brooks
- Boston University School of Public Health, 801 Massachusetts Avenue, 3rd Floor, Boston, MA, 02118, US
| | - Frederica Kella
- Seed Global Health Sierra Leone, 10B Murray Town Road, Congo Cross, Freetown, Sierra Leone
| | - Laura Euller
- Seed Global Health, 20 Ashburton Place, 6th Floor, Boston, MA, 02108, US
| | - Sara Adelman
- Seed Global Health, 20 Ashburton Place, 6th Floor, Boston, MA, 02108, US
| | - Mustapha Sonnie
- Seed Global Health Sierra Leone, 10B Murray Town Road, Congo Cross, Freetown, Sierra Leone
| | - Brittney van de Water
- Seed Global Health, 20 Ashburton Place, 6th Floor, Boston, MA, 02108, US
- Boston College, Connell School of Nursing, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
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O'Donnell C, Markey K, Murphy L, Turner J, Doody O. Cultivating support during COVID-19 through clinical supervision: A discussion article. Nurs Open 2023. [PMID: 37149892 DOI: 10.1002/nop2.1800] [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: 02/04/2022] [Revised: 03/06/2023] [Accepted: 04/20/2023] [Indexed: 05/09/2023] Open
Abstract
AIM This article aims to discuss how clinical supervision is an important approach in supporting frontline nurses and students during and post COVID-19 through the lens of the nursing metaparadigms. DESIGN Discussion article. METHODS Discourse of the literature considering the importance of working collaboratively with healthcare and educational organisations in operationalising clinical supervision. RESULTS The evidence base supporting clinical supervision as an effective support strategy for nurses exists, however, its implementation and practice has become sporadic. A resurgence is required to support student's and nurse's during this pandemic. It is timely for nurse educators to creatively engage with clinical partners in supporting clinical supervision to enhance both nurses and students pandemic practice experiences. Clinical supervision is proposed as one strategy to support and guide both nurses and students to develop, strengthen and challenge the effectiveness of their care during COVID-19.
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Affiliation(s)
- Claire O'Donnell
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Kathleen Markey
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Louise Murphy
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - James Turner
- Department of Nursing and Midwifery, College of Health and Life Sciences, Sheffield Hallam University, Sheffield, UK
| | - Owen Doody
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
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Noviani W, Chong MC, Tang LY. Experiences of socialization in clinical education among Indonesian nursing students: A phenomenology study. NURSE EDUCATION TODAY 2022; 118:105444. [PMID: 35933884 DOI: 10.1016/j.nedt.2022.105444] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Revised: 03/31/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Professional socialization is an essential process of the nursing profession to internalize the values into behavior, resulting in professional identity. However, research into students' experience of professional socialization in clinical nursing education remains limited. AIM To explore Bachelor nursing students' (NS) experience of professional socialization in clinical education in Indonesia. DESIGN This study used a descriptive phenomenology qualitative approach. Four sessions of focus group discussions (FGD) were conducted with ten final-year NS from five teaching hospitals using the purposive sampling technique. Data were analyzed using Colaizzi methods and NVivo 12 Plus. RESULTS The analysis identified two themes and four-subthemes in this study. The first theme is the facilitators of the socialization experience, consisting of "being a professional nurse" and "Islamic culture". The second theme hinders the socialization experience, including "inadequacy of socialization" and "nurses' unprofessional behavior." CONCLUSION Bachelor NS experience is challenging in Indonesia in both a positive and negative way, which facilitates or hinders professional socialization. Thus, the role of a nurse educator in establishing a comprehensive professional socialization program for new NS to assist their transition from the academic setting into clinical education needs to be reassessed.
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Affiliation(s)
- Wulan Noviani
- Department of Nursing Science, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan, Malaysia; School of Nursing, Faculty of Medicine and Health Sciences, Universitas Muhammadiyah Yogyakarta, 55183, Yogyakarta Special Province, Indonesia
| | - Mei-Chan Chong
- Department of Nursing Science, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan, Malaysia.
| | - Li-Yoong Tang
- Department of Nursing Science, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan, Malaysia
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Hill E, Abhayasinghe K. Factors which influence the effectiveness of clinical supervision for student nurses in Sri Lanka: A qualitative research study. NURSE EDUCATION TODAY 2022; 114:105387. [PMID: 35544988 DOI: 10.1016/j.nedt.2022.105387] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 04/05/2022] [Accepted: 04/25/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical placements are an essential part of student nurse education, but their effectiveness is influenced by the type and availability of supervision and existing resources. In Sri Lanka, the specific socio-political context in which nursing, and nurse education, operate may also be important. OBJECTIVES To examine the impact of socio-political factors on Sri Lankan nurses' supervisory practices and student nurses' experiences of clinical supervision. DESIGN Qualitative descriptive. SETTINGS Four teaching hospitals and four educational establishments in Colombo district, Sri Lanka. PARTICIPANTS 217 student nurses in years 2-4 of their programmes. 205 qualified nurses (clinical and academic) with a minimum of two years' supervisory experience. METHODS Written responses to three open questions, followed by reflexive thematic analysis with inductive, semantic coding. RESULTS Two themes were identified: 1. Personal and professional development 2. Tensions and conflicts. Sociocultural norms and governance structures, which limited nurses' professional recognition and self-determination, negatively affected clinical supervision. CONCLUSIONS The sociocultural changes necessary to raise the professional status of Sri Lankan nurses will take time to occur. Approval of a mentorship education programme for supervisors, recognition of their role and greater support for students are important first steps in this process.
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Affiliation(s)
- Elaine Hill
- School of Sport and Health Sciences, University of Central Lancashire, Preston PR1 2HE, UK.
| | - Kalpani Abhayasinghe
- Department of Nursing and Midwifery, General Sir John Kotelawala Defence University, Ratmalana, Sri Lanka.
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Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19106352. [PMID: 35627889 PMCID: PMC9141333 DOI: 10.3390/ijerph19106352] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 05/17/2022] [Accepted: 05/20/2022] [Indexed: 11/17/2022]
Abstract
The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of innovations enabling the development of the required professional competencies as part of training during current and future pandemic restrictions. In this study, we aimed to explore the experiences of nursing students related to clinical education during the COVID-19 pandemic and to identify practical implications for this education in the future. A qualitative study was performed based on individual interviews among Polish nursing students (n = 20). The study is reported using the COREQ checklist. Content analysis was applied, and five main categories were identified, including ‘the key role of clinical mentor’, ‘theory-practice gap’, ‘ambivalent emotions and ethical challenges’, ‘to be part of the team’, and ‘strengthened professional identity’. The results of our research indicate that higher education institutions should implement clear strategies to support students, both in terms of psychological support and compensation of professional skills, the development of which might be limited during the pandemic. Modern technologies, including medical simulations, virtual reality, artificial intelligence, and telemedicine should be used in the practical teaching of nursing students to educate them on how to cope with difficult, new situations, build decision-making skills, and solve problems.
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Hindi AMK, Willis SC, Astbury J, Fenton C, Stearns S, Jacobs S, McDermott I, Moss A, Seston E, Schafheutle EI. Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners' and supervisors' views. BMJ Open 2022; 12:e059026. [PMID: 35414562 PMCID: PMC9006828 DOI: 10.1136/bmjopen-2021-059026] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVE To apply educational theory to explore how supervision can contribute to the development of advanced practitioners using the example of several postregistration primary care training pathways for pharmacy professionals (pharmacists and pharmacy technicians). DESIGN Qualitative semistructured telephone interviews applying Billet's theory of workplace pedagogy for interpretation. SETTING England. PARTICIPANTS Fifty-one learners and ten supervisors. PRIMARY OUTCOME Contribution of clinical and educational supervision to the development of advanced practitioners in primary care. RESULTS Findings were mapped against the components of Billet's theory to provide insights into the role of supervision in developing advanced practitioners. Key elements for effective supervision included supporting learners to identify their learning needs (educational supervision), guiding learners in everyday work activities (clinical supervision), and combination of regular prearranged face-to-face meetings and ad hoc contact when needed (clinical supervision), along with ongoing support as learners progressed through a learning pathway (educational supervision). Clinical supervisors supported learners in developing proficiency and confidence in translating and applying the knowledge and skills they were gaining into practice. Learners benefited from having clinical supervisors in the workplace with good understanding and experience of working in the setting, as well as receiving clinical supervision from different types of healthcare professionals. Educational supervisors supported learners to identify their learning needs and the requirements of the learning pathway, and then as an ongoing available source of support as they progressed through a pathway. Educational supervisors also filled in some of the gaps where there was a lack of local clinical supervision and in settings like community pharmacy where pharmacist learners did not have access to any clinical supervision. CONCLUSIONS This study drew out important elements which contributed to effective supervision of pharmacy advanced practitioners. Findings can inform the education and training of advanced practitioners from different professions to support healthcare workforce development in different healthcare settings.
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Affiliation(s)
- Ali Mawfek Khaled Hindi
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
- Division of Pharmacy, School of Health Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK
| | - Sarah Caroline Willis
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
| | - Jayne Astbury
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
| | | | | | - Sally Jacobs
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
- Division of Pharmacy, School of Health Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK
| | - Imelda McDermott
- Centre for Primary Care, The University of Manchester, Manchester, UK
| | | | - Elizabeth Seston
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
- Division of Pharmacy, School of Health Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK
| | - Ellen Ingrid Schafheutle
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, The University of Manchester, Manchester, UK
- Division of Pharmacy, School of Health Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK
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Modarres M, Geranmayeh M, Amini M, Toosi M. Clinical placements as a challenging opportunity in midwifery education: A qualitative study. Nurs Open 2022; 9:1015-1027. [PMID: 35187838 PMCID: PMC8859063 DOI: 10.1002/nop2.1139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 09/08/2021] [Accepted: 11/16/2021] [Indexed: 11/06/2022] Open
Abstract
AIM The aim of this qualitative study was to explore some of the existing statuses of clinical education and examine the strengths and weaknesses of the clinical faculty programme. DESIGN A qualitative study. METHODS This qualitative study was designed through the directed content analysis approach, which was completed according to the Context, Input, Process, and Product evaluation model. The purposeful sampling method of maximum variation was employed to select 33 participants, and the data were collected through in-depth individual interviews and focus group discussion. RESULTS After the interview transcripts were analysed, the participants' opinions of the clinical faculty programme and the relevant challenges, dimensions and factors were classified into four categories and sixteen subcategories. The categories were compiled in the CIPP evaluation model, including context, input, process and product. Based on the content analysis results, appropriate planning was recommended for teaching effective clinical skills to students.
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Affiliation(s)
- Maryam Modarres
- Department of Reproductive Health and MidwiferyFaculty of Nursing and MidwiferyMember of Nursing and Midwifery Care Research CenterTehran University of Medical SciencesTehranIran
| | - Mehrnaz Geranmayeh
- Department of Reproductive Health and MidwiferyFaculty of Nursing and MidwiferyTehran University of Medical ScienceTehranIran
| | - Mitra Amini
- Clinical Education Research CenterShiraz University of Medical SciencesShirazIran
| | - Monireh Toosi
- Department of Reproductive Health and MidwiferySchool of Nursing and MidwiferyShiraz University of Medical SciencesShirazIran
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Heggestad AKT, Konow-Lund AS, Christiansen B, Nortvedt P. A vulnerable journey towards professional empathy and moral courage. Nurs Ethics 2022; 29:927-937. [PMID: 35225056 PMCID: PMC9289973 DOI: 10.1177/09697330221074013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Background: Empathy and moral courage are important virtues in nursing and nursing ethics. Hence, it is of great importance that nursing students and nurses develop their ability to empathize and their willingness to demonstrate moral courage. Research aim: The aim of this article is to explore third-year undergraduate nursing students’ perceptions and experiences in developing empathy and moral courage. Research design: This study employed a longitudinal qualitative design based on individual interviews. Participants and research context: Seven undergraduate nursing students were interviewed during or immediately following their final clinical placement. Ethical considerations: The Norwegian Social Science Data Services (NSD) approved the study. Participants were informed that their participation was voluntary and were assured confidentiality. They were informed that they could withdraw from the study at any time, without providing reasons. Findings: Affective empathy seemed to be strong among third-year undergraduate nursing students. However, they tried to handle the situations in a ‘professional’ way, and to balance their emotions. At the same time, they expressed how difficult it can be to show moral courage when confronted with poor patient care. In addition, they spoke about a lack of role models during clinical practice and supervision. Conclusions: Undergraduate nursing students are in a vulnerable position throughout their journey to become professional and to develop empathy and moral courage. The professional socialisation and forming of professional empathy and moral courage among nursing students, may be seen as a complex interaction of formal and hidden curriculum, where role models play an important role. We argue that the main theme ‘Vulnerable students – a journey towards professional empathy and moral courage’ may cover the longitudinal project as a whole. This vulnerability is something both teachers and supervisors should be aware of when following up with students in their clinical placements.
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Affiliation(s)
- Anne Kari Tolo Heggestad
- Faculty of Health Studies, VID Specialized University, Oslo and Centre for Medical Ethics, University of Oslo, Norway
| | | | - Bjørg Christiansen
- Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - Per Nortvedt
- Centre for Medical Ethics, University of Oslo, Oslo
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15
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Cervera-Gasch A, González-Chordá VM, Ortiz-Mallasen V, Andreu-Pejo L, Mena-Tudela D, Valero-Chilleron MJ. Student satisfaction level, clinical learning environment, and tutor participation in primary care clinical placements: An observational study. NURSE EDUCATION TODAY 2022; 108:105156. [PMID: 34637989 DOI: 10.1016/j.nedt.2021.105156] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Revised: 09/12/2021] [Accepted: 09/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Competence evaluations in the clinical setting represent approximately 50% of the nurse training process. Factors, such as perceived learning environment and clinical nurse participation, may influence nursing student satisfaction during clinical placements. OBJECTIVE To evaluate the relationship between the levels of nursing student satisfaction with clinical placements, the clinical learning environment, and the level of nurse tutor participation. DESIGN A cross-sectional study. SETTING AND PARTICIPANTS We included 61 nursing students and 45 clinical nurses from 35 primary care centres assigned to the Universitat Jaume I. VARIABLES AND DATA COLLECTION We assessed the overall level of student satisfaction with clinical placements, students' perception of the learning environment, tutors' level of participation, and socio-demographic variables. DATA ANALYSIS We performed a descriptive analysis of the study sample, as well as correlation and simple linear regression analyses. Questionnaire results were analysed depending on the nature of the variables. RESULTS The students' perception of the learning environment was 4.39 ± 0.48 points out of 5. The overall satisfaction level was 8.89 ± 1.22 points out of 10. Tutor participation level in students learning was 3.91 ± 0.58 points out of 5. CONCLUSIONS Both student perception of the learning environment in the clinical setting and their overall level of satisfaction with clinical placements in the primary care centres were considered high. Tutors were participative, but poorly satisfied.
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Affiliation(s)
- Agueda Cervera-Gasch
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | | | - Víctor Ortiz-Mallasen
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain; Departamento de Salut de La Plana, Conselleria de Sanitat Universal i Salut Pública, Vila-real, Castellón, Spain
| | - Laura Andreu-Pejo
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | - Desiree Mena-Tudela
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
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16
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Zulu BM, du Plessis E, Koen MP. Experiences of nursing students regarding clinical placement and support in primary healthcare clinics: Strengthening resilience. Health SA 2021; 26:1615. [PMID: 34858643 PMCID: PMC8603057 DOI: 10.4102/hsag.v26i0.1615] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Accepted: 08/13/2021] [Indexed: 11/16/2022] Open
Abstract
Background This research addressed the need to have a deeper understanding of nursing students’ experiences of clinical placement and support in primary healthcare (PHC) settings. Aim To explore and describe the experiences of nursing students’ clinical placement in PHC settings. Setting The study was conducted at PHC clinics in a specific province in South Africa. Method A qualitative, exploratory, descriptive and contextual research design was used. The population comprised fourth-year nursing students selected using purposive sampling. Five semi-structured focus group interviews were conducted. Data saturation determined the sample size which comprised 25 nursing students. Thematic data analysis produced four main themes. Results The main themes were (1) the meaning of placement, (2) experiences of clinical placement, (3) needs for support, and (4) resilience of nursing students. Conclusions Nursing students encountered negative and positive experiences. Both experiences confirmed that PHC settings can be valuable learning opportunities for nursing students. Nursing students appreciated the supervision of professional nurses who created an atmosphere conducive for teaching and learning by welcoming and encouraging nursing students’ independence. Recommendations include: appointing a professional nurse specifically for supervision of nursing students, tutor support before summative examinations, improvement of services, including the availability of resources. Contribution This article contributes to awareness of how nursing students manage to stay resilient irrespective of negative experiences during clinical placement and how tutors and professional nurses can support them. The study’s recommendations can guide professional nurses, nurse educators, nurse managers and other healthcare PHC workers to support nursing students.
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Affiliation(s)
- Beauty M Zulu
- Department of Nursing, Faculty of Health Sciences, Ann Latsky Nursing College, Johannesburg, South Africa
| | - Emmerentia du Plessis
- NuMIQ Research Focus Area, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa
| | - Magdalena P Koen
- NuMIQ Research Focus Area, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa
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17
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Cant R, Ryan C, Hughes L, Luders E, Cooper S. What Helps, What Hinders? Undergraduate Nursing Students' Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature. SAGE Open Nurs 2021; 7:23779608211035845. [PMID: 34782862 PMCID: PMC8590386 DOI: 10.1177/23779608211035845] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 05/21/2021] [Accepted: 07/05/2021] [Indexed: 11/28/2022] Open
Abstract
Introduction Clinical placements are a mandatory component of nursing students’ education
internationally. Despite clinical education being a key to nursing students’
achievement of nursing competencies, few studies have reviewed students’
narratives to describe their experiences of learning during clinical
placement. Such studies may be important in offering a deeper insight into
clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between
2010 and June 2020 was conducted. English language studies that offered a
thematic analysis of undergraduate nursing students’ experiences of learning
during placement were sought. A search was made of five databases PubMed,
Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided
by the ENTREQ statement for enhancing transparency in reporting the
synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic
synthesis showed over 100 themes and subthemes across the studies. A cluster
analysis revealed positive elements and others that were seen in the studies
as a barrier (hindrance) to clinical learning. Positive elements included
supportive instructors, close supervision, and belonging (in the team).
Unsupportive instructors, a lack of supervision and not being included were
seen as a hindrance. Three key overarching themes that could describe a
successful placement were revealed as “Preparation,” “Welcomed and wanted”
and “Supervision experiences”. A conceptual model of clinical placement
elements conducive to nursing students’ learning was developed to enhance
understanding of the complexities associated with supervision. The findings
and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’
clinical placement experiences of learning. This model may provide a
framework to guide professional development programs and strategies to
support students and supervisors alike, an important step forward in moving
beyond the current clinical placement rhetoric.
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Affiliation(s)
- Robyn Cant
- School of Health, Federation University Australia, Berwick, VIC, Australia
| | - Colleen Ryan
- School of Nursing, Midwifery, and Social Sciences, CQ University, Brisbane, QLD, Australia
| | - Lynda Hughes
- School of Nursing and Midwifery, Griffith University, Nathan QLD, Australia
| | - Elise Luders
- School of Health, Federation University Australia, Gippsland, VIC, Australia
| | - Simon Cooper
- School of Health, Federation University Australia, Berwick, VIC, Australia
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18
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Leonardsen AC, Brynhildsen S, Hansen MT, Grøndahl VA. Supervising students in a complex nursing practice- a focus group study in Norway. BMC Nurs 2021; 20:168. [PMID: 34526027 PMCID: PMC8442265 DOI: 10.1186/s12912-021-00693-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2021] [Accepted: 08/31/2021] [Indexed: 11/21/2022] Open
Abstract
Background The supervisory role of registered nurses and intellectual disability nurses will be even more essential in the future, to support the education of competent newly graduated candidates. To our knowledge few studies have explored nursing student supervisors’ perspectives on supervision across primary- and hospital healthcare services and also across nurse educational programs. The aim of the current study was to investigate supervisors’ perspectives on supervising from different clinical settings, and across registered nurses’ and intellectual disability nurses’ clinical practice. Methods The study had an exploratory and descriptive design. The study was conducted within one university college catchment area in Southeastern-Norway. Eight focous group interviews were conducted in primary healthcare (n = 4) and hospital (n = 4) wards. A total of 31 registered nurses and three intellectual disability nurses participated. Hsieh and Shannon’s conventional content analysis was used to analyze the data. Results Participants across primary- and hospital healthcare agreed that clinical practice was complex, and required that students gained competence in both technical and non-technical skills. Moreover, needed skills were described both as general and arena specific, and as both basic and advanced. Participants perceived that technical and non-technical skills together, ideally should lead to students being able to «see the person» behind the patient. Conclusions Supervisors emphasized the challenges of supervising students in a complex nursing practice. Students should gain both procedural competence and an ability to provide person-centred care, and this challenged the supervisors’ own competence. Our findings indicate a need to support supervisors, to enable them to meet these challenges.
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Affiliation(s)
- Ann-Chatrin Leonardsen
- Østfold University College, Postal box code 700, 1757, Halden, Norway. .,Østfold Hospital Trust, Postal box code 700, 1757, Halden, Norway.
| | - Siri Brynhildsen
- Østfold University College, Postal box code 700, 1757, Halden, Norway
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19
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Leonardsen ACL, Brynhildsen SE, Hansen MT, Grøndahl VA. Nursing supervisors' perspectives on student preparedness before clinical placements- a focus group study. PLoS One 2021; 16:e0252483. [PMID: 34048493 PMCID: PMC8162812 DOI: 10.1371/journal.pone.0252483] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Accepted: 05/16/2021] [Indexed: 12/03/2022] Open
Abstract
METHODS The study was conducted in a county in Southeastern-Norway, with 317.000 inhabitants, and within one hospital and one university college catchment area. Focus group interviews were conducted in the periode August to December 2018. Data were analyzed using Hsieh and Shannon's conventional content analysis. RESULTS 34 nursing supervisors participated, three intellectual disability nurses and 31 registered nurses, working in four different primary healthcare wards and four different hospital wards. Participants' age ranged from 23 to 58 years, one male only. Through the analysis we derived the category 'Shared responsibility for preparation' with subcategories a) Individual initiative, and b) University college facilitation. CONCLUSIONS Findings indicate that there is a gap between nursing supervisors' expectations and reality regarding students' preparedness for clinical placements. Moreover, nursing supervisors did not seem to focus on their own role in student preparedness.
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Affiliation(s)
- Ann-Chatrin L. Leonardsen
- Department of Health and Welfare, Østfold University College, Halden, Viken, Norway
- Department of Anesthesia, Østfold Hospital Trust, Grålum, Viken, Norway
| | - Siri E. Brynhildsen
- Department of Health and Welfare, Østfold University College, Halden, Viken, Norway
| | - Mette T. Hansen
- Department of Health and Welfare, Østfold University College, Halden, Viken, Norway
| | - Vigdis A. Grøndahl
- Department of Health and Welfare, Østfold University College, Halden, Viken, Norway
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20
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Testing Two Student Nurse Stress Instruments in Chinese Nursing Students: A Comparative Study Using Exploratory Factor Analysis. BIOMED RESEARCH INTERNATIONAL 2021; 2020:6987198. [PMID: 33083478 PMCID: PMC7563080 DOI: 10.1155/2020/6987198] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Accepted: 08/24/2020] [Indexed: 12/16/2022]
Abstract
Background The development and transformation of nursing within professional tertiary education have exerted a great pressure and challenge upon nursing students. Stress experienced by nursing students is a common precursor of psychological distress and attrition. However, no scale is specifically used to evaluate the sources of stress experienced by nursing students in Mainland China. Aims and Objective. This study is aimed at testing and comparing the reliability and validity including sensitivity and specificity of two nursing students' stress instruments, the Chinese version of Student Nurse Stress Index Scale (SNSI-CHI), and the Stressors in Student Nursing Scale (SINS-CN) in Chinese nursing students, and describing the stress status of nursing students in China. Methods A cross-sectional survey was conducted in two nursing schools in Henan Province from August 2017 to January 2018. Data were collected by using a questionnaire comprising the Chinese version of SNSI (SNSI-CHI), the Chinese version of SINS (SINS-CN), and the Chinese Perceived Stress Scale (CPSS). Homogeneity and stability, content, construct and concurrent validity, and sensitivity and specificity were assessed. Results The Cronbach's alpha (α) of SNSI-CHI was 0.90, and the item-to-total correlations ranged from 0.35 to 0.66. The Cronbach's α of SINS-CN was 0.93, and the item-to-total correlations ranged from 0.19 to 0.61. The findings of exploratory factor analysis (EFA) confirmed a good construct validity of SNSI-CHI and SINS-CN. The Pearson's rank correlation coefficients, between total scores of SNSI-CHI and CPSS and SINS-CN and CPSS, were assessed to 0.38 (P < 0.01) and 0.39 (P < 0.01), respectively. Regarding the CPSS, as the criterion, the cut-points of SNSI-CHI and SINS-CN for the area under the receiver operator characteristic (ROC) curve were 0.77and 0.66, respectively. Conclusion Both scales are valid and reliable for evaluating the source of stress of student nurses in China. Each has its own characteristics, but the SNSI-CHI demonstrated marginal advantage over the SINS-CN. The SNSI-CHI is short, is easily understood, and with clear dimension for the nursing students, and the SNSI-CHI is more acceptable for the users in China.
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21
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Drasiku A, Gross JL, Jones C, Nyoni CN. Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready? BMC Nurs 2021; 20:4. [PMID: 33397368 PMCID: PMC7780664 DOI: 10.1186/s12912-020-00528-5] [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: 04/27/2020] [Accepted: 12/22/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor's degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. METHODS A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. RESULTS The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; "Willingness to teach undergraduate students" "Perceived attributes of undergraduate students", and "The clinical practice environment". CONCLUSION The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.
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Affiliation(s)
- Amos Drasiku
- Department of Nursing and Midwifery, Muni University, P.O. Box 725, Arua, Uganda.
| | - Janet L Gross
- Department of Nursing, Morehead State University, Morehead, Kentucky, USA
| | - Casey Jones
- Beth-El College of Nursing, University of Colorado, Colorado Springs, 80918, USA
| | - Champion N Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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22
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Lee NPM, Chiang VCL. The mentorship experience of students and nurses in pre‐registration nursing education: A thematic synthesis of qualitative studies. Nurs Health Sci 2020; 23:69-86. [DOI: 10.1111/nhs.12794] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 11/07/2020] [Accepted: 11/10/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Natalie P. M. Lee
- School of Nursing, The Hong Kong Polytechnic University Kowloon, Hong Kong China
| | - Vico C. L. Chiang
- School of Nursing, The Hong Kong Polytechnic University Kowloon, Hong Kong China
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23
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Ntho TA, Pienaar AJ, Sehularo LA. Peer-mentees' challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution. Health SA 2020; 25:1435. [PMID: 33101718 PMCID: PMC7564816 DOI: 10.4102/hsag.v25i0.1435] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 07/23/2020] [Indexed: 11/30/2022] Open
Abstract
Background Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring. Aim The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province. Setting The study was conducted at a nursing education institution in North West Province. Methods A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data. Results Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings. Conclusion The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.
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Affiliation(s)
- Tshepo A Ntho
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
| | - Abel J Pienaar
- Department of Psychology, Faculty of Health Sciences University of Venda, Thohoyandou, South Africa.,Department of Graduate Studies and Research, Faculty of Nursing and Midwifery, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Leepile A Sehularo
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
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24
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Mbakaya BC, Kalembo FW, Zgambo M, Konyani A, Lungu F, Tveit B, Kaasen A, Simango M, Bvumbwe T. Nursing and midwifery students' experiences and perception of their clinical learning environment in Malawi: a mixed-method study. BMC Nurs 2020; 19:87. [PMID: 32943984 PMCID: PMC7491092 DOI: 10.1186/s12912-020-00480-4] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 09/04/2020] [Indexed: 11/10/2022] Open
Abstract
Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. This study aimed to assess the student nurses and midwives' experiences and perception of the clinical learning environment in Malawi. Methods A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p = < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion Although satisfaction with clinical learning environment subscale had the highest mean score, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that negatively impacted on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.
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Affiliation(s)
- B C Mbakaya
- Nursing Department, St John's Institute for Health, Mzuzu, Malawi
| | - F W Kalembo
- Faculty of Health Sciences, Mzuzu University, Mzuzu, Malawi.,School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Australia
| | - M Zgambo
- Nursing Department, St John's Institute for Health, Mzuzu, Malawi.,School of Nursing and Midwifery, Edith Cowan University, Perth, Australia
| | - A Konyani
- Faculty of Health Sciences, Mzuzu University, Mzuzu, Malawi
| | - F Lungu
- Faculty of Health Sciences, Mzuzu University, Mzuzu, Malawi
| | - B Tveit
- Faculty for Health Studies at VID Specialized University, Oslo, Norway
| | - A Kaasen
- Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - M Simango
- Norwegian Church Aid - Malawi office, Lilongwe, Malawi
| | - T Bvumbwe
- Faculty of Health Sciences, Mzuzu University, Mzuzu, Malawi
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Mahasneh D, Shoqirat N, Al Hadid L, Alja'afreh MA, Shosha GMA. Nursing students' experience of clinical supervision and contributing factors in Jordan. NURSE EDUCATION TODAY 2020; 92:104515. [PMID: 32652315 DOI: 10.1016/j.nedt.2020.104515] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Revised: 04/13/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Although clinical supervision is a vital component of nursing education, data on students' experiences of clinical supervision and contributing factors remain limited. AIM The study explores nursing students' experience of clinical supervision and contributing factors in Jordan. DESIGN/METHODS An explorative design with a qualitative approach using focus group discussions (n = 6) was used. A convenient sample consisting of 48 participants was recruited from second, third and fourth year nursing students. Data were thematically analysed using N VIVO 12. RESULTS The analysis revealed two overlapping experiences. First, the empowering supervision experience comprising: "being willing and patient" and "working hand-in-hand" with students. Second, the disempowering supervision experience, including: abuse of power and grade obsession, incompetent supervision and lack of time detected for students. While the former has positivity which enhanced students' clinical learning, the latter reduced their motivation for gaining knowledge and skills and negatively impacted their self-confidence. CONCLUSION Students' experience of clinical supervision is multifaceted. Thus, there is a pressing need for establishing a preparation programme for newly employed supervisors focusing on annual training updates, identifying their competency level and understanding the way their supervisory role is operationalised.
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Affiliation(s)
- Deema Mahasneh
- Faculty of Nursing, Mutah University, Karak 61710, Jordan.
| | | | - Lourance Al Hadid
- Princess Aisha Bint Al Hussein College of Nursing and Health Sciences, Nursing Department, Al Hussein Bin Talal University, Ma'an 71111, P.O. Box 29, Jordan.
| | - Mahmoud A Alja'afreh
- Department of Adult Health Nursing, Faculty of Nursing, Mutah University, P.O. Box (7), Mutah_Karak 61710, Jordan.
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