scholarly journals Nursing Students’ Perceptions of the Dedicated Education Unit Model in 2 UAE Hospitals

2020 ◽  
Vol 3 (2) ◽  
pp. 61-69
Author(s):  
Rose Ann Hooper ◽  
Mohamad AlMekkawi ◽  
Gerald Williams ◽  
Belinda Thompson ◽  
Marlize Zeeman
Keyword(s):  
Nursing Students ◽  
Hospital Setting ◽  
Clinical Placement ◽  
Mixed Methods Design ◽  
Clinical Area ◽  
Dedicated Education Unit ◽  
Al Ain ◽  
Unit Model ◽  
Explanatory Mixed Methods ◽  
Support Students

Background: Initially developed in Australia, Dedicated Education Unit (DEU) is an innovative approach to support the growth and development of nursing students while on clinical placement in the hospital setting. With the increasing number of nursing students requiring clinical placement, nursing needed to explore further ways to support students and preceptors in the clinical area. Methods: The study followed a sequential explanatory mixed-methods design to investigate participants’ perceptions of the effectiveness of the DEU model in improving nursing students’ learning experiences. The DEU model was implemented in 2 Abu Dhabi Health Services Company (SEHA) hospitals in Al Ain City, and feedback was obtained from both students and their preceptors via survey and focus group sessions. Results: The study showed positive results with students feeling supported to learn new knowledge and skills by their preceptors. Preceptors reported that they were better able to facilitate student placements in an environment that supported learning. Conclusion: The introduction of the DEU model has supported increasing numbers of students in the clinical area and provided an improved environment for learning.

scholarly journals Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Sara Pedregosa ◽  
Núria Fabrellas ◽  
Ester Risco ◽  
Mariana Pereira ◽  
Małgorzata Stefaniak ◽  
...  
Keyword(s):  
Clinical Education ◽  
Implementation Research ◽  
Clinical Placement ◽  
Healthcare Team ◽  
Implementation Barriers ◽  
Clinical Placements ◽  
Dedicated Education Unit ◽  
Undergraduate Nursing ◽  
Unit Model ◽  
Education Model

Abstract Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

scholarly journals Preceptorship: Exploring the experiences of final year student nurses in acute hospital setting.

2012 ◽  
Vol 1 (2) ◽  
pp. 42 ◽  
Author(s):  
Lorraine Varley ◽  
Catherine MacNamara ◽  
Patricia Mannix-McNamara
Keyword(s):  
Nursing Students ◽  
Hospital Setting ◽  
Student Nurses ◽  
National Standards ◽  
Clinical Placement ◽  
Optimal Experience ◽  
National Study ◽  
Qualitative Research Design ◽  
Preceptor Training ◽  
Acute Hospital Setting

Background: Preceptors play a pivotal role in inducting, supporting, teaching and assessing students on clinical placement. This research sought to examine student nurses’ experiences of preceptorship during their clinical placement in their final year of studies in order to further illuminate what is known about preceptorship in Ireland. Method: A qualitative research design was adopted for this study. Forty-seven final year nursing students were questioned using a structured enquiry schedule about their experiences of preceptorship during clinical placement. All participants were female. The data were analysed thematically according to Smith, Flowers and Larkin’s (2009) framework. Results: The results indicate that while a small minority found the experience of preceptors enhanced their learning while on clinical placement, the majority has a less than optimal experience. Reasons for this included: busy workloads of preceptors, difficulty in the accessibility of the preceptor and lack of preceptor training. Conclusions: The results highlight a number of challenges facing students and preceptors in the study. The authors advocate for a more systematic national study into preceptorship implementation in Ireland. This is necessary in order to inform a more coherent framework with national standards for preceptor training and implementation.

The experiences of patients receiving care from nursing students at a Dedicated Education Unit: A phenomenological study

2015 ◽  
Vol 15 (5) ◽  
pp. 353-358 ◽  
Author(s):  
Camilla Eskilsson ◽  
Gunilla Carlsson ◽  
Margaretha Ekebergh ◽  
Ulrica Hörberg
Keyword(s):  
Nursing Students ◽  
Phenomenological Study ◽  
Dedicated Education Unit

scholarly journals The influencing factors of absenteeism among nursing students

2017 ◽  
Vol 7 (10) ◽  
pp. 64 ◽  
Author(s):  
Safaa M. Abdelrahman ◽  
Abeer M. Abdelkader
Keyword(s):  
Nursing Students ◽  
Influencing Factors ◽  
Negative Impact ◽  
University Hospitals ◽  
Clinical Area ◽  
Fourth Level ◽  
Safe Learning Environment ◽  
Student Absenteeism ◽  
Self Administered Questionnaire ◽  
Assessment Factor

The absence of nursing students from classrooms and clinical has a negative impact on their performance and prolongs the length of their studying. The aim of this study is to identify the influencing factors of absenteeism among nursing students at Minia University. This study was conducted at the Faculty of Nursing at Minia University, and Minia University Hospitals. The sample of students that participated in the study represented all academic levels as follows: first level 49/370, second level 49/292, third level 52/248, and fourth level 50/220. Data were collected with the use of a self-administered questionnaire. This study revealed that influencing factors of absenteeism among the studied nursing students indicated that the highest mean scores were associated with teaching factors, followed by assessment factor where means scores were (18.3 ± 4.5, and 17.1 ± 5.6, respectively). Also, the lowest mean score reported was associated with social problems (mean = 8.9 ± 3.2). This study concluded that the most common contributory factors in student absenteeism were related to teaching factors including a shortage of staff in the clinical area, and lack of understanding of the lecture content. Recommendations: Providing a safe learning environment, keeping accurate records of attendance and calculating absenteeism rates at frequent intervals are required for identifying each individual’s pattern of attendance.

scholarly journals Developing International Clinical Placements: Enhancing Student Awareness

2017 ◽  
Vol 1 (4) ◽  
pp. 1-7
Author(s):  
Sharon Elizabeth Metcalfe
Keyword(s):  
United States ◽  
Great Britain ◽  
Nursing Students ◽  
Cultural Awareness ◽  
Southeastern United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Exchange Programs ◽  
Clinical Nursing ◽  
Schools Of Nursing

Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs

Enhancing transition: An enhanced model of clinical placement for final year nursing students

2009 ◽  
Vol 29 (1) ◽  
pp. 48-56 ◽  
Author(s):  
Robyn Nash ◽  
Pamela Lemcke ◽  
Sandra Sacre
Keyword(s):  
Nursing Students ◽  
Clinical Placement

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

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