Does participation in extended immersive ward‐based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review

2021 ◽  
Author(s):  
Hugh Davies ◽  
Deborah Sundin ◽  
Suzanne Robinson ◽  
Elisabeth Jacob
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Literature Review ◽  
Registered Nurse ◽  
Bachelor's Degree

scholarly journals Pre- and Post-Conference Practices Amongst Nursing Students During Clinical Practice: A Literature Review

2021 ◽  
pp. 172-180
Author(s):  
Diwa Agus Sudrajat ◽  
Nopia Rizki
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Literature Review ◽  
Nursing Care ◽  
Nursing Staff ◽  
Nursing Student ◽  
Critical Appraisal ◽  
Educational Institutions ◽  
Standard Operating ◽  
Review Study

A conference is a team meeting which is undertaken by nursing staff at every shift change. The conference is conducted before (pre-conference) or after (post-conference) handover. The implementation of this conference has an impact on student skills in reporting plans and results of nursing care during shift changes. This study seeks to acquire an overview of the implementation of pre-conference and post-conference practices by nursing students in clinical practice. This research is a literature review study with five articles. Article ratings are measured using the JBI (The Joanna Briggs Institute Critical Appraisal Tools) format. The literature review was conducted using one database (Google Scholar) for previous studies published in the last 10 years (2010–2020). Of the five articles included in this study, one concluded the discussion pre-conference badly, two concluded the pre-conference was not optimal, and two articles concluded the pre-conference processes were acceptable. For the results obtained in post-conference research, one article did not explain explicitly about the implementation of the post-conference procedures, one concluded that the implementation of the post-conference was not optimal, one concluded that the implementation of the post-conference was quite optimal, and two articles concluded that the post-conference procedures were quite good. It is hoped that the results of this literature review can provide education and information for students, science, educational institutions related to the implementation of the method conference. Nursing students are advised to hold conferences accordingly with standard operating procedures (SOP) for good implementation results   Keywords: Nursing Student, conference, clinical practice

Clinical Teaching and the Training of Nurses: An integrative literature review

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Ricardo Melo ◽  
Marta Silva ◽  
Sandra Amaro ◽  
José Vilas Boas
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Teaching ◽  
Qualitative Studies ◽  
Stress Factors ◽  
Evaluation Tool ◽  
Quantitative Studies ◽  
Nursing Courses ◽  
Initial Research

Background: Clinical Teaching (CT) is a training and evaluation tool used by Nursing courses. In view of the path taken, technical dexterity and expansion of theoretical knowledge, the performance and training of the student as an upcoming professional is evaluated. It is essential to find out the importance of CT as a learning method. Objective: To analyze the importance of Clinical Teaching in the training of nurses. Methodology: Integrative literature review, based on the do Joanna Briggs Institute methodology, in the PubMed, SciELO, BVS and RCAAP databases, between January 2012 and December 2018. Articles about nursing students and / or nurses, over 18 years old, with a focus on CT were included. Results: In the initial research, 20538 was obtained and, after implementing the previously established criteria, in the end 10 articles were obtained, which were analyzed in detail. Five are quantitative studies and another five are qualitative studies. As for quantitative studies, they used several instruments to obtain the data. As for qualitative studies, most of them used interviews and open-ended questionnaires. Nursing students translate the CT as positive, despite seeing discrepancies between the knowledge acquired in the classroom and those exercised in clinical practice. They highlight the interaction with clients, the development of the therapeutic relationship and the opportunity to exercise what they have learned in a theoretical context with a positive connotation. Conclusions: Despite stress and anxiety, it was found the importance of performing CT in the context of clinical practice for personal and professional development, both in terms of technical dexterity and interpersonal skills, resulting in better training for the future nursing professional. Better knowledge of the stress factors of the TC allows to optimize facilitating strategies and optimize this learning period.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

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