The effects of web-based situational learning on nursing students' transfer of learning in clinical practice

2021 ◽  
pp. 105052
Author(s):  
Hsiao-Mei Chen ◽  
Hsing-Yuan Liu ◽  
Shu-Yuan Chao
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Transfer Of Learning ◽  
Web Based ◽  
Situational Learning

scholarly journals Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Jørn Hustad ◽  
Berit Johannesen ◽  
Mariann Fossum ◽  
Olav Johannes Hovland
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Learning Outcomes ◽  
Transfer Of Learning ◽  
Clinical Skills ◽  
Focus Group Interviews ◽  
Simulation Based ◽  
Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

scholarly journals Low Expectation of Employment Benefit Associated with Motivation in Clinical Nursing: Baseline Findings from an Interventional Study Among Nursing Students in Tanzania

2021 ◽  
Author(s):  
Patricia Herman ◽  
Stephen Kibusi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Monitoring System ◽  
Nursing Profession ◽  
Clinical Learning ◽  
Extrinsic Factors ◽  
Web Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract Background Nursing professional is an art of calling which requires unconditional devotion in caring for those who are in need. Motivation to join the nursing profession is a question that warrants further study. However, there is a dramatic increase in population who join the profession as an opportunity for stable employment and benefit. Intrinsic and extrinsic key elements of motivation are to be examined to determine the art of joining the nursing profession. This study intended to assess baseline motivation in clinical learning from a quasi-experimental study that aimed to design and test the effect of an interactive web-based clinical practice monitoring system toward improving clinical meta-competencies among nursing students in Tanzania Methods This is the analysis of baseline data from an interactive web-based clinical practice monitoring system of 589 randomly selected undergraduate nursing students in Tanzania. Baseline data were collected using a self-guided questionnaire on the Academic motivation Scale adopted from previous studies. Both descriptive and inferential statistics were adopted using Statistical Product for Service Solution version 23. The confidence interval was set at 95% with a significance level of 5%. Results Findings show that 65% of the nursing students were male while 79.6% of them were younger than 24 years. Baseline finding of motivation in clinical learning revealed that 80.6% of nursing students were not motivated in clinical learning of which 19.4% of motivated nursing students, 5.3% were intrinsically motivated against 14.1% were extrinsically motivated in clinical learning. Extrinsic factors such as opportunity to travel around the world, generous salary and employment benefits, and perceiving nursing as a secure profession were significantly associated with low motivation in clinical learning (p<0.05) Conclusion The problem of low motivation in clinical learning among nursing students seems to persist among undergraduate nursing students in Tanzania. Many enrolled nursing students are forced to join the profession by extrinsic factors than intrinsic ones. This study recommends innovative clinical nursing education pedagogical in enhancing motivation in clinical learning among nursing students in Tanzania.

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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