Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors

2020 ◽  
Author(s):  
Seçil Taylan ◽  
İlknur Özkan ◽  
Gülden Küçükakça Çelik
Keyword(s):  
Nursing Students ◽  
Clinical Instructor ◽  
Professional Behaviors

Essential Professional Behaviors of Nursing Students and New Nurses

2017 ◽  
Vol 38 (6) ◽  
pp. 297-303 ◽  
Author(s):  
Charlotte Sortedahl ◽  
Sara Persinger ◽  
Kathryn Sobtzak ◽  
Brooke Farrell ◽  
Nicholas Jaeger
Keyword(s):  
Nursing Students ◽  
Professional Behaviors ◽  
New Nurses

scholarly journals Clinical Practice Competency and Associated Factors among Graduating Nursing Students Attending at Universities in Amhara Region, Ethiopia: Institution based cross-sectional study

2019 ◽  
Author(s):  
፟Addisu Getie ◽  
Yosief Tsige ◽  
Emebet Birhanie ◽  
Kenean Getaneh ◽  
Asmamaw Demis
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Associated Factors ◽  
Cross Sectional Study ◽  
Clinical Instructor ◽  
Slight Variation ◽  
Northern Ethiopia ◽  
Amhara Region ◽  
Cross Sectional ◽  
Practice Assessment

Abstract Objective To assess clinical practice competency and associated factors among graduating nursing students in universities of Amhara region, Northern Ethiopia. Result This study showed that, 33.6% of the participants were clinically competent and there is slight variation in the clinical competency of participants at different Universities found in Amhara region. Clinical practice competency of students was affected by clinical instructor factors. Students who had got orientation about objective of clinical practice were 2.387 times more likely to be clinically competent [AOR: 2.387; 95% CI (1.011-5.635)]. Students who had clinical instructor who spent enough time for mentoring them during clinical practice had 2.247 times more likely to be clinical competent [AOR: 2.247; 95% CI (1.100-4.593)]. Students who had instructors that follow them while they conduct a procedure were 2.655 times more likely clinically competent [AOR: 2.655; 95% CI (1.294-5.449)]. This study also revealed that clinical practice competency of students was affected by assessment methods factors. Students with clinical practice assessment checklist had 2.663 times higher clinical practice competency [AOR: 2.663; 95% CI (1.324-5.358)]. Regarding staff-student factors, students who were allowed to perform tasks by clinical staffs were 5.858 times more likely to be clinical competent task [AOR: 5.858; 95% CI (2.657-12.916)]

scholarly journals Clinical practice competencies and associated factors among graduating nursing students attending at universities in Northern Ethiopia: institution-based cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e044119
Author(s):  
Addisu Getie ◽  
Yosief Tsige ◽  
Emebet Birhanie ◽  
Kenean Getaneh Tlaye ◽  
Asmamaw Demis
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Associated Factors ◽  
Cross Sectional Study ◽  
Student Interaction ◽  
Clinical Instructor ◽  
Northern Ethiopia ◽  
Sectional Study ◽  
Amhara Region ◽  
Cross Sectional

ObjectiveTo assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, EthiopiaDesignInstitution-based cross-sectional study designSettingThe study was conducted in six universities found in the Amhara Region from February to April 2018.Participants307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, Oromo 84, Tigris 44 and Gurage 17. Graduating nursing students attending regular degree programmes were included.Outcome measurementsClinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).ResultThe study revealed that 33.6% (95% CI 26.3% to 39.41%) of students were clinically competent. Orientation about the objective of clinical practice (adjusted OR, AOR 2.387; 95% CI 1.011 to 5.635), enough time for mentoring during clinical practice (AOR 2.247; 95% CI 1.100 to 4.593). Students followed by instructors during conducting a procedure (AOR 2.655; 95% CI 1.294 to 5.449), assessment checklist during clinical practice (AOR 2.663; 95% CI 1.324 to 5.358), students who were allowed by clinical staffs to perform tasks (AOR 5.858; 95% CI 2.657 to 12.916), clinical instructor factors (AOR 3.051; 95% CI 1.717 to 5.421) and student–staff interaction factors (AOR 2.348; 95% CI (1.337 to 4.124) were statistically significant variables with the level of competency.ConclusionAround one-third of the students were clinically competent. Clinical instructor and staff–student interaction were significantly associated with clinical practice competencies among graduating nursing students. Therefore, designing an appropriate clinical practice protocol that includes improving the supervision of a clinical instructor is important to enhance the clinical practice competency of students.

scholarly journals Use Of Hand-Held Devices With First Year Associate Degree Nursing Students

2011 ◽  
Vol 2 (2) ◽  
pp. 39-44 ◽  
Author(s):  
Vicky K. Parker ◽  
Lisa Kauffman ◽  
Charlotte McManus ◽  
Sherleena Buchman ◽  
Charmin Miller ◽  
...  
Keyword(s):  
Nursing Students ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Nursing Schools ◽  
Personal Digital Assistants ◽  
First Year ◽  
Clinical Instructor ◽  
Ohio University ◽  
Clinical Instructors ◽  
Associate Degree Nursing Students

The use of personal digital assistants (PDAs), hand-held devices and/or IPod Touches, is becoming widespread in the health care field. Many medical and nursing schools require their students to purchase a PDA prior to the beginning of their classes. PDA’s can carry information directly to the patient’s beside for instant retrieval of information. What does this mean to nursing students and clinical instructors? It means that up-to-date information is available to the student and clinical instructor in seconds, as opposed to searching for a reference book only to find it is outdated and 10 to 15 minutes of valuable time lost. This study identified associate degree nursing students’ use and application in the clinical using PDAs. Results of this study indicated that associate degree nursing students are very satisfied with the use of PDAs in the clinical setting. This study was funded by the Ohio University Regional Faculty Research Fund. 

Patient Experiences in the Development of a Caring Code for Clinical Nursing Practice

2004 ◽  
Vol 8 (3) ◽  
pp. 22-30 ◽  
Author(s):  
Jane Lee-Hsieh
Keyword(s):  
Nursing Students ◽  
Qualitative Methods ◽  
Nursing Practice ◽  
Junior College ◽  
Patient Experiences ◽  
Hospitalized Patients ◽  
Professional Behaviors ◽  
Clinical Nursing ◽  
Surgical Units ◽  
Depth Interviews

The purpose of this study was to explore patient experiences of caring by nurses in medical-surgical units in Taiwan in order to gather data for developing an instructional guide for training nursing students in caring. This study utilized qualitative methods to conduct in-depth interviews with 14 hospitalized patients. The data were collected, analyzed, and categorized. Six themes emerged: assistance during admission, professional behaviors, communication, empathy, sincerity, and respect. These findings were utilized to develop a guide called the “caring code” for teaching caring to junior college nursing students in Taiwan.

scholarly journals Clinical practice competency and associated factors among graduating nursing students attending at Universities in Amhara region, Ethiopia: Institution based cross-sectional study, 2018

2019 ◽  
Author(s):  
፟Addisu Getie ◽  
Yosief Tsige ◽  
Emebet Birhanie ◽  
Kenean Getaneh ◽  
Asmamaw Demis
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Associated Factors ◽  
Cross Sectional Study ◽  
Clinical Instructor ◽  
Slight Variation ◽  
Northern Ethiopia ◽  
Amhara Region ◽  
Cross Sectional ◽  
Practice Assessment

Abstract Objective To assess clinical practice competency and associated factors among graduating nursing students in universities of Amhara region, Northern Ethiopia. Result This study showed that, 33.6% of the participants were clinically competent and there is slight variation in the clinical competency of participants at different Universities found in Amhara region. Clinical practice competency of students was affected by clinical instructor factors. Students who had got orientation about objective of clinical practice were 2.387 times more likely to be clinically competent [AOR: 2.387; 95% CI (1.011-5.635)]. Students who had clinical instructor who spent enough time for mentoring them during clinical practice had 2.247 times more likely to be clinical competent [AOR: 2.247; 95% CI (1.100-4.593)]. Students who had instructors that follow them while they conduct a procedure were 2.655 times more likely clinically competent [AOR: 2.655; 95% CI (1.294-5.449)]. This study also revealed that clinical practice competency of students was affected by assessment methods factors. Students with clinical practice assessment checklist had 2.663 times higher clinical practice competency [AOR: 2.663; 95% CI (1.324-5.358)]. Regarding staff-student factors, students who were allowed to perform tasks by clinical staffs were 5.858 times more likely to be clinical competent task [AOR: 5.858; 95% CI (2.657-12.916)]

scholarly journals Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

2017 ◽  
Vol 3 ◽  
pp. 237796081668557 ◽  
Author(s):  
Joan E. Niederriter ◽  
David Eyth ◽  
Joan Thoman
Keyword(s):  
Nursing Students ◽  
Clinical Instructor

scholarly journals The Learning Incubator: an innovative teaching and learning technology in nursing

2021 ◽  
Vol 55 ◽  
Author(s):  
Dirce Stein Backes ◽  
Tanise Santini ◽  
Cristina dos Santos de Freitas ◽  
Alexandre Antonio Naujorks ◽  
Marli Terezinha Stein Backes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Technology ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Innovative Teaching ◽  
Self Reflection ◽  
Study Participants

ABSTRACT Objective: To understand the meaning of the Learning Incubator as a teaching and learning technology in the nursing area. Method: Qualitative research, supported by grounded theory. Data was collected from March to November 2019, through interviews with guiding questions and hypotheses directed at two different groups. The analysis was done by comparative data analysis and included open, axial and integrated coding, as proposed by the method. The theoretical sample included 23 participants, which were nurses, technicians, and nursing students. Results: The delimitation of the categories converged in the phenomenon (Re)signifying knowledge and practices in the Learning Incubator. Guided by the paradigmatic model, the categories were named according to the three following components: Condition: Recognizing that the being and the professional practice are inextricable; Action/interaction: Revisiting professional practices that are repetitive and mechanic; Consequence: Referring to the reflections and knowledge constructed in the Learning Incubator. Conclusion: The Learning Incubator, as seen by the study participants, is not limited to the Incubator meetings or the themes addressed in it. Beyond a welcoming physical space, the Incubator expands itself and becomes a tool that promotes self-reflection and self-assessment of professional behaviors and attitudes.

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