scholarly journals Patients’ involvement in nursing students’ clinical education: A scoping review

2018 ◽  
Vol 84 ◽  
pp. 40-51 ◽  
Author(s):  
Arja Suikkala ◽  
Sanna Koskinen ◽  
Helena Leino-Kilpi
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Clinical Education

scholarly journals Nursing Students' Experiences of Clinical Education: A Qualitative Study

2018 ◽  
Vol 36 (3) ◽  
pp. e04-e04 ◽  
Author(s):  
Leila Bazrafkan ◽  
◽  
Majid Najafi Kalyani ◽  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Clinical Education

scholarly journals Preparing nurses and nursing students to care for older adults in lower and middle-income countries: A scoping review

2019 ◽  
Vol 92 ◽  
pp. 121-134 ◽  
Author(s):  
Diana Abudu-Birresborn ◽  
Lynn McCleary ◽  
Martine Puts ◽  
Vida Yakong ◽  
Lisa Cranley
Keyword(s):  
Older Adults ◽  
Nursing Students ◽  
Scoping Review ◽  
Middle Income ◽  
Middle Income Countries

Nursing Students’ Experiences With Death and Terminal Patients During Clinical Education

2020 ◽  
pp. 003022282095051
Author(s):  
Şenay Gül ◽  
Seyhan Demir Karabulut ◽  
Handan Eren ◽  
Mahinur Durmuş İskender ◽  
Zehra Göçmen Baykara ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Health Professionals ◽  
Qualitative Data ◽  
Secondary Analysis ◽  
Focus Group Interviews ◽  
Factors Affecting ◽  
Dying Patients ◽  
Group Interviews ◽  
First Time

The aim of this study is to explore nursing students’ experiences with death and terminal patients during clinical education. A secondary analysis of qualitative data that were collected through 11 focus group interviews with nursing students was performed. Data obtained from the interviews were analyzed using thematic analysis. There were a total of 9 themes across 3 contexts. Data were grouped under the following themes: feelings experienced when encountering death for the first time, reactions to the first encounter with death, factors affecting the reactions to death, involvement in terminal patient care, being informed about the physical process that terminal patients are going through, students’ approach toward terminal patients and their relatives, health professionals’ approach toward terminal/dying patients/their relatives, changes in the ideas about death, and changes in the ideas about terminal/dying patients. The study shows a lack of guidance on the part of teachers who also avoid patients and families who are considered terminally ill.

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

scholarly journals Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21st Century: Literature Review

2021 ◽  
Author(s):  
Dyah Wiji Puspita Sari ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Real Life ◽  
Infection Prevention And Control ◽  
Educational Institutions ◽  
Learning Approaches ◽  
Screening Process ◽  
Treatment Safety

Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of ​​clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

scholarly journals Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran

2019 ◽  
Vol 12 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Farzaneh Mohammad Nejad ◽  
◽  
Marziyeh Asadizaker ◽  
Shahram Baraz ◽  
Amal Saki Malehi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Clinical Education ◽  
Significant Relationship ◽  
Nursing Student ◽  
Demographic Characteristics ◽  
Satisfaction Score ◽  
Grade Point ◽  
Education Experience ◽  
The Mean

Satisfaction with the experience gained in clinical settings is of great significance to nursing students and novice first-year students in particular and contributes significantly to developing basic clinical skills and competence. Accordingly, the present study aimed to examine nursing student satisfaction with the first clinical education experience. A total of 390 second- and third-semester nursing students gaining clinical experience in general surgery, internal medicine, gynecological surgery, orthopedics, emergency, obstetrics and gynecology, ophthalmology, andrological surgery, post-CCU, and otorhinolaryngology departments participated in this analytical cross-sectional study from March to June 2017. The research instrument included the “Assessment of nursing student’s Satisfaction with First Clinical Practical Education Questionnaire: Modified Version”, consisting of three parts: demographic characteristics, 37 items, and a 10-degree visual analog scale to assess student satisfaction. Descriptive statistics were used to hypothesis test in SPSS 22. The highest rate of student satisfaction was related to the third domain labeled “Instructor’s behavior”, and the lowest rate of student satisfaction was related to the fifth and seventh domains labeled “Emotional atmosphere and learning in the clinical setting” and “Creating appropriate learning opportunities”, respectively. The results of statistical tests suggested a statistically significant relationship between the mean satisfaction score (based on the 10-degree scale) and gender (p=0.01). However, no statistically significant relationship was observed between the mean satisfaction score and other demographic characteristics such as age, grade point average (GPA), and university type. Student satisfaction rate varies in different domains of the questionnaire. Accordingly, it is recommended that schools of nursing and midwifery incorporate the findings of this study into their first clinical, educational experience planning and take into account the educational needs of students to bring greater satisfaction.

What Do We Know About Interventions to Prevent Low Back Injury and Pain Among Nurses and Nursing Students? A Scoping Review

2021 ◽  
pp. 084456212110470
Author(s):  
Linda Duffett-Leger ◽  
Amy J. Beck ◽  
Anya Siddons ◽  
Katherine S. Bright ◽  
K. Alix Hayden
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Student Nurses ◽  
Back Injury ◽  
Low Back ◽  
Back Injuries ◽  
Low Back Injury ◽  
Rigorous Study ◽  
Study Designs ◽  
Nursing Aides

Study background Back injuries are common among nurses worldwide with lifetime prevalence of lower back pain ranging from 35% to 80%, making nursing a profession at great risk for back injuries. Purpose This systematic scoping review explored and mapped existing evidence regarding the prevention of low back injury and pain among nurses and nursing students. Methods Using a scoping review methodology, six databases were searched initially in September 2017 and updated June 2020. Studies investigating interventions designed to reduce back injuries and pain among regulated nurses and student nurses, published in peer-review journals and written in English, were eligible for inclusion in this review. Quantitative, qualitative, and mixed methods studies of regulated nurses, nursing students, and nursing aides were included. Two independent reviewers screened, critically analysed studies using a quality appraisal tool, extracted data, and performed quality appraisals. Results Two searches yielded 3,079 abstracts and after title, abstract and screening, our final synthesis was based on 48 research studies. Conclusions Forty years of research has demonstrated improvements in quality over time, the efficacy of interventions to prevent back injury and pain remains unclear, given the lack of high-quality studies. Further research, using multi-dimensional approaches and rigorous study designs, are needed.

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