scholarly journals First-year nursing students’ collaboration using peer learning during clinical practice education: An observational study

2021 ◽  
Vol 50 ◽  
pp. 102946
Author(s):  
Ylva Pålsson ◽  
Gunilla Mårtensson ◽  
Christine Leo Swenne ◽  
Ester Mogensen ◽  
Maria Engström
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Observational Study ◽  
Peer Learning ◽  
First Year ◽  
Practice Education

scholarly journals A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study

2017 ◽  
Vol 51 ◽  
pp. 81-87 ◽  
Author(s):  
Ylva Pålsson ◽  
Gunilla Mårtensson ◽  
Christine Leo Swenne ◽  
Eva Ädel ◽  
Maria Engström
Keyword(s):  
Experimental Study ◽  
Clinical Practice ◽  
Nursing Students ◽  
Peer Learning ◽  
Learning Intervention ◽  
Quasi Experimental ◽  
Practice Education

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

scholarly journals Stress and ways of coping among first year nursing students: A Turkish perspective

2018 ◽  
Vol 15 (1) ◽  
pp. 319 ◽  
Author(s):  
Hicran Bektaş ◽  
Nurten Terkes ◽  
Zeynep Özer
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Degree ◽  
First Year ◽  
Degree Programs ◽  
Clinical Experiences ◽  
Clinical Practices ◽  
Ways Of Coping ◽  
Ways Of Coping Questionnaire ◽  
Collection Form

Aim: The aim of this descriptive study was to assess stress and ways of coping among first year nursing students.Methods: The sample consisted of 90 nursing students from baccalaureate degree programs at a university in Turkey. The research tool consisted of demographic questions, the Pagana Clinical StressQuestionnaire  (CSQ) and the Ways of Coping Questionnaire (WCQ). The data collection form was performed at the end of the first clinical practice day and the re-test was performed at the end of the last clinical practice day.Results:  The average age of the population was 19.72±1.32, 78.9% of the students were female. In the research, average point of the students’ CSQ and WCQ were calculated as 50.50±9.36 and 71.06±13.64 before the clinical practice, 52.07±9.87 and 77.63±17.03  after the clinical practice respectivelyand it was found that nursing students had significantly higher stress in their clinical practices.Conclusions: Nursing students experience varying degrees of stress across clinical practices and they consistently report that their clinical experiences are stressful.

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