Safe clinical practice in pre‐licensure nursing students: A concept analysis

Nursing students perform clinical training in a variety of clinical practice fields, so their rights are important. Efforts are needed to accurately identify and measure the awareness of nursing students’ rights. This study aimed to develop and evaluate the psychometric properties of nursing students’ rights awareness scale. The study procedure was carried out in four stages: the concept analysis, item development, scale development, and scale evaluation stage. First, in the concept analysis stage, the attributes of the concept were derived. Second, in the item development stage, preliminary items were derived, and the content validity was verified. Third, in the scale development stage, a preliminary and main survey were conducted, and item reduction was implemented. Fourth, in the scale evaluation stage, construct validity and reliability were verified. The collected data were analyzed using the SPSS 24.0, and item analysis was conducted using skewness, kurtosis, and item-total correlation scores. The construct validity was assessed by exploratory factor analysis, convergent validity, and divergent validity. The reliability was analyzed using Cronbach’s alpha coefficient and composite reliability. The final version of the scale was tested on 240 nursing students from three cities in South Korea. From the construct validity, three factors and 14 items were selected. The factors included “the rights to be protected, cared for, supported, and respected” (eight items), “the rights to be recognized as a member of a nursing team” (three items), and “the rights to learn” (three questions). The reliability of the scale was also verified. Through this study, the scale was developed to identify the rights of nursing students in clinical practice. The implication of this study is that it has laid the foundation for measuring the rights of nursing students applicable in clinical settings for the first time. The limitation of this study is that data were collected in some regions. Therefore, it is necessary to verify the validity and reliability of the scale in various cultures.

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The Effects of Clinical Practice Stress and Teaching Effectiveness on Clinical Practice Satisfaction of Nursing Students

The Korean Society for Multicultural Health ◽

10.33502/jksmh.9.1.29 ◽

2019 ◽

Vol 9 (1) ◽

pp. 29-40

Author(s):

Juyeon Cho ◽

Inhee Chun

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Teaching Effectiveness

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Theory-Practice Gap: The Experiences of Nigerian Nursing Students

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/3694 ◽

2018 ◽

Vol 20 (1) ◽

Cited By ~ 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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