AN EXPLORATION OF NURSING STUDENTS’ AND CLINICAL INSTRUCTORS’ PERCEPTIONS OF PATIENT AND PARENT INVOLVEMENT IN THE ASSESSMENT OF NURSING STUDENTS DURING PEDIATRIC CLINICAL PLACEMENTS: A QUALITATIVE STUDY

AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.

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DEVELOPING TEACHING LEARNING FOR INTEGRATED MANAGEMENT OF CHILDHOOD ILLNESS (IMCI): A QUALITATIVE STUDY IN ACEH INDONESIA

Belitung Nursing Journal ◽

10.33546/bnj.198 ◽

2017 ◽

Vol 3 (5) ◽

pp. 555-568

Author(s):

Wirda Hayati ◽

Sri Supar Yati Soenarto ◽

Fitri Haryanti ◽

Yayi Suryo Prabandari

Keyword(s):

Nursing Students ◽

Qualitative Study ◽

Learning Process ◽

Nurse Educators ◽

Integrated Management ◽

Community Health Center ◽

Childhood Illness ◽

Clinical Instructors ◽

Sick Children ◽

Teaching Learning

Background: Integrated Management of Childhood Illness (IMCI) is an integrated guideline in dealing with infants and sick children at the community health center. However, many students cannot apply this guideline because they are not being exposed.Objective: This study aims to explore the perspectives of nurse educators and clinical instructors regarding the effectiveness of teaching learning process of IMCI in diploma nursing students.Methods: This was a qualitative study with interpretive approach. There were 9 informants selected using purposive sampling, which consisted of nurse educators and clinical instructors. Data collection was conducted in December 2016 - February 2017 using focus group discussions and in-depth interviews. Data were analyzed using Colaizzi process.Result: There were four themes emerged from data, namely 1) Competency of IMCI for Diploma Nursing Students, 2) Deepening of IMCI Material, 3) Learning methods of IMCI in the class and clinic should be active and structured, 4) Student confidence in the application of IMCI in clinical setting.Conclusion: The learning process of IMCI will have an impact on the improvement of knowledge, skills and attitude in the application of IMCI in the clinical setting.

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Professional roles and communications in clinical placements: A qualitative study of nursing students’ perceptions and some models for practice

International Journal of Nursing Studies ◽

10.1016/j.ijnurstu.2005.11.008 ◽

2006 ◽

Vol 43 (7) ◽

pp. 861-874 ◽

Cited By ~ 110

Author(s):

Gavin J. Andrews ◽

David A. Brodie ◽

Justin P. Andrews ◽

Edith Hillan ◽

B. Gail Thomas ◽

...

Keyword(s):

Nursing Students ◽

Qualitative Study ◽

Professional Roles ◽

Clinical Placements

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Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students

Public Health and Preventive Medicine Archive ◽

10.15562/pphma.v6i1.9 ◽

2018 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Ayu Sugiantari ◽

Komang Ayu Kartika Sari ◽

Pande Putu Januraga

Keyword(s):

Nursing Students ◽

Clinical Training ◽

Teaching Hospitals ◽

Working Relationships ◽

Clinical Instructors ◽

Clinical Placements ◽

Mentoring Practices ◽

June July ◽

The Impact ◽

Depth Interviews

AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.

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Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study

Journal of Family Medicine and Primary Care ◽

10.4103/jfmpc.jfmpc_34_19 ◽

2019 ◽

Vol 8 (5) ◽

pp. 1664

Author(s):

Yaser Moradi ◽

Amir Sadeghi ◽

Khodayar Oshvandi

Keyword(s):

Nursing Students ◽

Qualitative Study ◽

Clinical Competence ◽

Clinical Instructors

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Nursing students’ learning experiences in clinical placements or simulation–A qualitative study

Journal of Nursing Education and Practice ◽

10.5430/jnep.v9n1p32 ◽

2018 ◽

Vol 9 (1) ◽

pp. 32 ◽

Cited By ~ 2

Author(s):

Kirsten Nielsen ◽

Annelise Norlyk ◽

Jette Henriksen

Keyword(s):

Nursing Students ◽

Qualitative Study ◽

Learning Style ◽

Learning Experiences ◽

Learning Trajectory ◽

First Year ◽

First Year Students ◽

Clinical Placements ◽

Nursing Experience ◽

Skills Lab

This paper reports on a qualitative study whose aim was to investigate nursing students' learning experiences in two arenas. It is common practice all first-year nursing students to practise in a skills lab. In this study, students practised in either clinical settings or a skills lab. In the design, a phenomenological-hermeneutic approach was used. The setting was Course 2, a ten-week course including either two weeks on clinical placements or two weeks in a skills lab. The participants were six first-year students. Data were generated by participant observations and interviews and were interpreted according to Ricoeur’s theory of interpretation. The findings indicated that students learned nursing skills in both arenas. However, on clinical placements, students and preceptors began nursing the patients after 20 minutes and students subsequently reflected on practice. In the skills lab, preceptors guided the students for up to an hour before they were ready to begin performing nursing. Students with previous nursing experience and activist learning style preferred to learn on clinical placements. Students with other learning styles – even one student with previous nursing experience – seemed to prefer learning in the lab, where they felt safe, as there was no risk of harm to patients. The conclusion was that, rather than all first-year students practising in the lab, it could be valuable to consider the students’ prior experience and preferred learning style in discussions of where to begin the learning trajectory in the nursing programme.

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