scholarly journals What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perceptions

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Bjørg Dale ◽  
Arne Leland ◽  
Jan Gunnar Dale
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Studies ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Main Theme ◽  
Opportunities To Learn ◽  
Self Confidence ◽  
Good Learning

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: “being in a vulnerable and exposed position characterized by conflicting needs.” Four categories were found: “aspects related to the clinical setting”, “aspects related to the nurse supervisor,” “aspects related to the student,” and “aspects related to the student-supervisor relationship”. The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

scholarly journals Concepts in Evaluating Effective Clinical Education: A Qualitative Study of Nursing Students’ Experiences

2021 ◽  
Author(s):  
Bayaneh Seyedamini ◽  
Mahdi Nouri ◽  
Yosef Mahmoudifar ◽  
Yaser Esmaillo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Qualitative Content Analysis ◽  
Teaching Hospitals ◽  
Education Policies ◽  
Self Confidence ◽  
Education Environment ◽  
Content Analysis Method

Background: Improving the quality of clinical nursing education requires continuous review of the current situation to address weaknesses. Students are the best sources to identify clinical education problems. Objectives: This study aimed to extend our knowledge about students’ views on the problems related to effective clinical education. Methods: Following a qualitative approach, the current study was conducted on nursing students in selected teaching hospitals in Mahabad, Iran, in 2019. Twenty students were selected using purposive sampling. Data were collected through in-depth interviews based on the real experiences of nursing students of learning in a clinical education environment with answers to nine open-ended questions. The qualitative content analysis method was used to analyze the data. Results: All interviews were transcribed to identify conceptual codes. Four general concepts and sub-concepts were identified, which included factors related to the clinical education environment, learners, clients, and clinical education instructors. Conclusions: Those who are responsible for making nursing education policies can use the findings to improve the quality of clinical education and develop students’ competencies to better care for patients, mainly by emphasizing clinical learning environments (e.g., facilities, empowering educational instructors, increasing students’ self-confidence, and client-to-student trust), which will translate into more interested and motivated students.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

scholarly journals Nursing Students Explore Meaningful Activities for Nursing Home Residents: Enlivening the Residents by Cultivating Their Spark of Life

2021 ◽  
Vol 11 (2) ◽  
pp. 217-228
Author(s):  
Britt Øvrebø Haugland ◽  
Tove Giske
Keyword(s):  
Quality Of Life ◽  
Nursing Home ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Nursing Home Residents ◽  
Care Quality ◽  
Main Theme ◽  
Term Care ◽  
The Individual

International research focuses on person-centered care, quality of life, and quality of care for people living in long-term care facilities, and that it can be challenging to improve the quality of life for residents with dementia. The aim of this study was to explore ways of developing appropriate person-centered activities for nursing home residents based on what would be meaningful for them. A qualitative explorative design was chosen. Twelve students each year over a three-year period participated in the study (altogether 36). Each student tailored joyful and meaningful activities for two nursing home residents and wrote eight reflection journals each (altogether 284). Additional data came from eight focus group interviews with the students. Data were analyzed using qualitative content analysis. The main theme was “Enlivening the residents by cultivating their spark of life”. Two main categories were identified: (1) “Journeying to meaningful and enlivening (enjoyable) activities”, and (2) “Expressions of enlivening”, It is possible to tailor meaningful and enlivening activities together with the individual person with dementia. Involvement and engagement are necessary to understand the verbal and nonverbal expressions and communicate with the individual resident.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

scholarly journals Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

2020 ◽  
Author(s):  
Tara Alden-Joyce ◽  
Elina Scheers-Andersson ◽  
Jane Rogathi ◽  
Paulo Kidayi ◽  
Jenny Cadstedt ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Income ◽  
Qualitative Content Analysis ◽  
Inductive Reasoning ◽  
Low Income Countries ◽  
Structured Interviews ◽  
Global Perspectives ◽  
Purposeful Sampling ◽  
Student Exchange

Abstract Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

scholarly journals The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

2021 ◽  
Vol 7 ◽  
pp. 237796082110523
Author(s):  
Siri Vestby Bøe ◽  
Jonas Debesay
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Qualitative Case Study ◽  
Collective Responsibility ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Student Community ◽  
Good Learning

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

Norwegian nursing students’ experiences of theoretical and clinical studies in Tanzania: A descriptive qualitative study

2021 ◽  
pp. 205715852110232
Author(s):  
Sigrid Wangensteen ◽  
Solveig Granseth ◽  
Marycelina Msuya ◽  
Kristin Haugen
Keyword(s):  
Nursing Students ◽  
Clinical Studies ◽  
Professional Growth ◽  
Culture Shock ◽  
Learning Experiences ◽  
Student Group ◽  
Qualitative Descriptive ◽  
Group Interviews ◽  
Group Sharing ◽  
Study Abroad Program

Internationalization has been a priority in higher education for several decades. No studies reporting nursing students’ learning experiences from both theoretical and clinical studies in Africa were identified. The study aimed to describe learning experiences of Norwegian nursing students after participating in a study-abroad program that includes theoretical and clinical studies in Tanzania. A qualitative descriptive design was chosen. Five group interviews were carried out from 2013–2016. The students entered new ground; they were in a challenging learning process but most of all they experienced personal and professional growth. The students increased their cultural competence, enabling them to meet patients and relatives from foreign cultures more open-mindedly. Being part of a student group, sharing experiences and reflecting on these are crucial for personal and professional growth. Returning home and experiencing a kind of ‘reverse culture shock’ underlines the importance of debriefing shortly after return to their home university.

scholarly journals Systematic Use of Music as an Environmental Intervention and Quality of Care in Nursing Homes: A Qualitative Case Study in Norway

Medicines ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 12 ◽  
Author(s):  
Kari Batt-Rawden ◽  
Marit Storlien
Keyword(s):  
Quality Of Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Homes ◽  
Elderly Care ◽  
Music Listening ◽  
Environmental Intervention ◽  
Beneficial Effects ◽  
Environmental Treatment

Background: The systematic use of music as an environmental intervention in nursing homes shows beneficial effects on patients’ health, safety, and quality of life in a care-related perspective. A county in Norway and a Nursing Education Department in a region of Norway collaborated on the project “systematic use of music as environmental intervention and quality of care in nursing homes” for nursing students. Methods: This study from Norway (2017) had a qualitative and explorative approach. The sample (n = 33) was strategically and conveniently selected. Seven different focus group interviews consisted of nursing students, practice counselors, teachers, and project leaders, representing three nursing homes and healthcare centers. Passive observation lasting two days in each of the six departments was executed in order to observe environmental treatment in practice. Results: The beneficial aspects of using music as an environmental intervention in nursing homes increased among the students, and contributed to improved interaction, communication, and development of care with the patients. Students who participated actively in musical interaction such as improvisation, singing, and music listening with the patients were committed and motivated. The staff and management showed varied enthusiasm for the project. Conclusions: If the systematic use of music as environmental therapy and quality of care in elderly care is to be successful, it seems vital to include this theme early in nursing education. By creating early involvement among nurses, it might influence, inspire, and encourage involvement among employees and management.

The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes

2019 ◽  
Vol 39 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Ann Gardulf ◽  
Jan Florin ◽  
Marianne Carlsson ◽  
Janeth Leksell ◽  
Margret Lepp ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Professional Competence ◽  
Response Rate ◽  
Healthcare Systems ◽  
International Assessments ◽  
University Colleges ◽  
Nurse Professional

The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.

Dedicated Education Units: A Unique Evaluation

2019 ◽  
Vol 12 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Stacy Fusner ◽  
Bernadette Mazurek Melnyk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Experiences ◽  
Practice Change ◽  
Staff Nurse ◽  
Clinical Experiences ◽  
Educational Training ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Medical Institutions

BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.

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