Developing an internship program to support nursing student transition to clinical setting

2021 ◽  
Author(s):  
Kelli Roush ◽  
Angela Opsahl ◽  
Melora Ferren
Keyword(s):  
Clinical Setting ◽  
Nursing Student ◽  
Student Transition

Using the Generative Nursing Model to Reframe Nursing Student Transition to Practice

2012 ◽  
Vol 37 (6) ◽  
pp. 252-257 ◽  
Author(s):  
Kimberlee I. Foster ◽  
Sandra Benavides-Vaello ◽  
Janet R. Katz ◽  
Phyllis Eide
Keyword(s):  
Nursing Student ◽  
Transition To Practice ◽  
Student Transition

Managing Nursing Student Incivility in the Classroom, Clinical Setting, and On-Line

2008 ◽  
Vol 12 (2) ◽  
pp. 68-77 ◽  
Author(s):  
Patricia Dunphy Suplee ◽  
Vicki D. Lachman ◽  
Barbara Siebert ◽  
Katherine Kaby Anselmi
Keyword(s):  
Clinical Setting ◽  
Nursing Student ◽  
Student Incivility ◽  
On Line

Decreasing Anxiety for the Nursing Student Entering the Acute-Care Clinical Setting

2001 ◽  
Vol 26 (4) ◽  
pp. 169, 174 ◽  
Author(s):  
Donna N. Schmeiser ◽  
Karen Thomas Yehle
Keyword(s):  
Acute Care ◽  
Clinical Setting ◽  
Nursing Student

scholarly journals A Comparison of Patient Safety Competencies between Clinical and Classroom Settings among Nursing Students

2020 ◽  
Vol 10 (1) ◽  
pp. 66-75
Author(s):  
Rizqi Amilia ◽  
Devi Nurmalia
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Clinical Setting ◽  
Professional Education ◽  
Nursing Student ◽  
Mean Value ◽  
T Test ◽  
Classroom Setting ◽  
Self Assessment ◽  
Clinical Safety

Background: As nurses play an important role in the implementation of patient safety in hospitals, competencies of patient safety should be developed and enhanced among nursing students. Self-assessment is a method that can be used to assess patient safety and its dimensions to help the students prepare themselves before entering the work life.Purpose: This study aimed to investigate differences in patient safety competencies between classroom and clinical settings among nursing students using a self-assessment method.Methods: A descriptive study using the Health Professional Education in Patient Safety Survey (H-PEPSS) questionnaire was conducted among 181 nursing students in a public university in Indonesia. Paired t-test, ANOVA, and independent t-test were performed to determine the comparison in the values of patient safety dimensions across classroom, clinical learning, and year of nursing course.Results: Nursing students showed a higher mean value in the classroom setting than the clinical setting. Out of the seven dimensions of patient safety competencies, “clinical safety” (M=4.36) and “communicate effectively” (M=4.29) obtained the highest score in classroom setting, while “adverse events” showed the lowest (M=4.03). In the clinical setting, “clinical safety” (M=4.19) and “communicate effectively” (M=4.12) obtained the highest score, while “working in teams” (M=3.82) was the lowest. The third-year students showed a better score than the fourth year in most dimensions.Conclusion: In this study, the patient safety competencies among nursing students were higher in the classroom setting than in the clinical setting. It is recommended to investigate the factors that can increase the achievement of patient safety competence among nursing student in the clinical setting.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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