From Clinical Practice to Academic Student Instruction: Understanding the Clinical Instructor’s Perspective Using a Mixed-Methods Approach

2020 ◽  
pp. 084456212090416
Author(s):  
Ruth Swart ◽  
Marc Hall
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Descriptive Statistics ◽  
Quality Education ◽  
Clinical Instructors ◽  
Mixed Methods Approach ◽  
Individual Interviews ◽  
Instructor Role ◽  
Support Students

Background Clinical instructors (CIs) are important to the provision of real-world experiential learning because they teach, mentor, and support students in clinical practice settings in higher education programs. CIs experience tensions that influence their retention and impact the sustainability of consistent, quality education for students. Purpose The aim of this study was to examine the experiences of being a CI and how to better support them. Methods CIs in a nursing faculty at a Western Canadian university were approached to participate. Data collection included a survey ( n = 17) with questions asking about the importance of and their ability to prepare, teach, and mentor nursing students in practice. Individual interviews ( n = 6) and a focus group ( n = 3) were conducted that asked CIs about their experiences and challenges. Analysis included descriptive statistics and thematic analysis. Results Participants indicated feeling unprepared entering the instructor role. Key findings were the need to improve CI orientation so that it is more practical and meaningful, to increase peer support from other instructors, and to assist CIs’ transition into becoming educators. Conclusions Understanding CIs’ assessment of their needs can help institutions better support and retain them, promoting consistency and quality in practicum instruction.

scholarly journals Student`s Caring Ability at Nursing Faculty of Padjadjaran University

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Ihsan Kurnia ◽  
Aat Sriati ◽  
Efri Widianti
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Sampling Method ◽  
Stratified Sampling ◽  
Descriptive Statistics ◽  
Educational Institutions ◽  
The Core ◽  
Nursing Values ◽  
Quantitative Descriptive ◽  
Development Of Students

 ABSTRAK Caring merupakan inti dari nilai-nilai keperawatan. Caring bagi mahasiswa keperawatan merupakan hal yang penting untuk dipelajari dan dipraktikkan. Sejauh ini, penelitian tentang perkembangan kemampuan caring mahasiswa keperawatan masih kurang. Mahasiswa datang dari lingkungan keluarga, sosial, budaya, etnik dan latar belakang ekonomi yang berbeda. Sehingga perkembangan kemampuan caring mahasiswa perlu diperhatikan oleh institusi pendidikan. Tujuan dari penelitian ini adalah untuk mengetahui gambaran kemampuan caring mahasiswa Fakultas Keperawatan Universitas Padjadjaran. Penelitian deskriptif kuantitatif ini menggunakan metode proportional stratified sampling. Total sampel terpilih sebanyak 240 mahasiswa. Instrumen yang digunakan adalah Caring Ability Inventory dan dianalisis menggunakan statistik deskriptif. Hasil penelitian di dapatkan bahwa setengah dari mahasiswa memiliki kemampuan caring pada kategori rendah (50%), kurang dari setengah mahasiswa pada kategori sedang (42,5%) dan sebagian kecil mahasiswa pada kategori tinggi (7,5%). Dapat disimpulkan bahwa kemampuan caring mahasiswa sebagian besar adalah kategori rendah dan sedang. Fakultas Keperawatan Universitas Padjadjaran perlu meningkatkan perhatian terhadap perkembangan kemampuan caring mahasiswa. ABSTRACTCaring is the core of nursing values. Caring for nursing students is an important element to learn and practice. There was limited research on the development of caring ability of nursing students. Students came from different familial, social, cultural, ethnic and economic backgrounds. The development of students caring ability needs to be considered by educational institutions. The aim of this research was to describe nursing students’ caring ability at Faculty of Nursing, Padjadjaran University. This quantitative descriptive study used proportional stratified sampling method. In total240 students were selected as samples. Data were collected using an Indonesia version of Caring Ability Inventory and analyzed using descriptive statistics. The results showed that half of the students had low caring ability (50%), less than half students were in moderate category (42.5%) and a small percentage of students were in high category (7.5%). In conclusion, nursing students caring ability mostly were in low and moderate category. Faculty of Nursing, Padjadjaran University needs to improve attention to the development of students’ caring ability. 

scholarly journals “Seeing the patient as a human is their priority” – Patients’ experiences of being cared for by pairs of student nurses

2018 ◽  
Vol 8 (7) ◽  
pp. 97 ◽  
Author(s):  
Annette Strömwall ◽  
Lise-Lotte Ozolins ◽  
Ulrica Hörberg
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Student Nurses ◽  
Learning Model ◽  
Patient Experiences ◽  
Open Approach ◽  
Human Being ◽  
Good Care ◽  
Patients Experience ◽  
Support Students

Background: A Developing and Learning Care Unit (DLCU) is a model used in the clinical practice of student nurses that aims at bridging the gap between theory and praxis, by supporting nursing students’ learning through supervision in pairs. The aim of this study is to describe how patients experience being cared for by pairs of student nurses.Methods: The study is based on a reflective lifeworld research (RLR) approach founded on phenomenological traditions. Data was collected in lifeworld interviews of 17 patients cared for by pairs of student nurses. The data was explored and analysed for meaning.Results: To be cared for by student nurses, supervised in pairs entails being involved in the students’ learning and being met with responsibility and a willingness to care and learn. This means being made the centre of attention, being seen, taken seriously and being listened to as a valuable human being. The students’ care is shown to be more flexible and has a more open approach, in comparison to that of the ordinary staff, and they ‘do something extraordinary’ and give of their time.Conclusions: Pairs of students, who are supervised within a learning model that support students’ learning through reflection, can contribute to patient experiences of being given good care.

Crossing the “Ascent to Competence” Borders Into Privileged Belongingness Space: Practical Nursing Students’ Experiences in Clinical Practice

2018 ◽  
Vol 51 (2) ◽  
pp. 94-104
Author(s):  
Viola Manokore ◽  
Genelie Ivana Rosalia ◽  
Fauziya Ali ◽  
Sarah Letersky ◽  
Ivy Owusu Piadu ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Clinical Education ◽  
Sense Of Belonging ◽  
Practical Nursing ◽  
Clinical Instructors ◽  
Competence Framework ◽  
Gain Access ◽  
Practical Nursing Students

Background There is substantial evidence that students’ sense of belonging in clinical practice influence their motivation, learning, and acquisition of skills. Despite the importance of belongingness in clinical education, not many studies have been done in the Canadian context in general and practical nurse education in particular. Purpose The main objective of this study was to explore practical nursing students’ experiences in clinical education with regard to their sense of belongingness. In addition, we also examined clinical instructors’ experiences in fostering a sense of belongingness to students in clinical settings. Methods Ascent to competence conceptual framework was used as an analytic lens in this study. Students enrolled in a two-year diploma in practical nursing and their instructors participated in the study. A total of 12 students and 4 clinical instructors participated in the in-depth semistructured one-on-one interviews. Inductive and deductive thematic analysis was used to analyze the data. Deductive analysis used predetermined themes as per ascent to competence framework. Inductive thematic analysis allowed us to provide additional themes on concepts that could not be effectively explained by the predetermined themes. Results Students described the uniqueness of their instructors and clinical sites as important attributes that enable them to cross various “borders” as they gain access to a “belongingness space” of acceptance, respect, and competency. Productive learning experiences were achieved by students who felt supported and “granted permission” to enter the belongingness space. The instructors highlighted their perceived roles in providing scaffolding supports they thought would help students feel a sense of belonging. Conclusions Students cross several borders as they persevere to gain access to the revered belongingness space. Clinical instructors play a major role in assisting students to enter the belongingness space where meaningful learning occurs.

scholarly journals Predictors of Emotional Labor and Resilience on Clinical Competency in Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 357-365 ◽  
Author(s):  
Eun Mi Park ◽  
Yeoungsuk Song
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Emotional Labor ◽  
Clinical Competence ◽  
Pearson Correlation ◽  
Explanatory Power ◽  
Descriptive Statistics ◽  
Regression Analyses ◽  
Cross Sectional ◽  
One Way Anova

Purpose: The purpose of this study was to investigate predictors of emotional labor and resilience on clinical competence in nursing students. Methods: A cross-sectional, descriptive study was distributed to 120 nursing students. Structured questionnaires addressing emotional labor, resilience, and clinical competence were employed. Descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and regression were used to analyze the data. Results: A total of 116 surveys were analyzed. Satisfaction of clinical practice and major showed statistically significant differences in clinical competence (F=6.59, p=.002; F=11.32, p<.001, respectively). Clinical competence was positively associated with resilience (r=.67, p<.001). Regression analyses showed that satisfaction of clinical practice and major, and resilience were statistically significant in predicting clinical competence with the explanatory power of 46.4% (F=20.91, p<.001). Conclusion: The results showed that resilience was the critical predictor of clinical competence in nursing students. It is therefore necessary to develop resilience programs to help improve clinical competence in nursing students.

scholarly journals Influencing Factors on Breastfeeding Nursing Activities of Nursing Students

2019 ◽  
Vol 25 (1) ◽  
pp. 83-92
Author(s):  
Ya Ki Yang
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Correlation Coefficient ◽  
Pearson Correlation ◽  
Descriptive Statistics ◽  
Pearson Correlation Coefficient ◽  
Education Programs ◽  
Knowledge And Attitudes ◽  
Factors Influencing ◽  
Positive Correlations

Purpose: This study was conducted to examine the relationships among knowledge, attitudes and nursing activities while breastfeeding among nursing students, and to identify factors influencing nursing activities in breastfeeding. Methods: The research participants were 172 nursing students in the nursing departments of 3 universities located in G city and J provinces. The students had successfully completed their obstetric and pediatric clinical practice courses. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and multiple regression. Results: Participants' scores for knowledge, attitudes and nursing activities while breastfeeding were $16.24{pm}2.73$, $3.74{pm}0.43$ and $3.49{pm}0.43$, respectively. Knowledge and attitudes toward breastfeeding had positive correlations with nursing activities while breastfeeding. Factors influencing nursing students' nursing activities while breastfeeding included knowledge, attitudes toward breastfeeding, grade, breastfeeding educational experience, and breastfeeding intentions. These variables explained 18% of the variance in nursing activities while breastfeeding. Conclusion: Based on the results of this study, it would be beneficial to enhance knowledge and attitudes toward breastfeeding by developing education programs for breastfeeding.

scholarly journals Relationship Between Major Satisfaction, Career Decision Autonomy, and Career Search Behavior of Nursing College Students in Clinical Practice Experience

2017 ◽  
Vol 23 (4) ◽  
pp. 474-485
Author(s):  
Yu Jin Lee ◽  
Yun Su Kim
Keyword(s):  
College Students ◽  
Clinical Practice ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Search Behavior ◽  
Career Decision ◽  
Descriptive Statistics ◽  
Major Satisfaction ◽  
Practice Experience ◽  
Nursing College

Purpose: The purpose of this study was to identify a causal relationship among major satisfaction, career decision autonomy, and career search behavior of nursing college students in clinical practice experience. Methods: Data were collected using a self-reported questionnaires from 197 nursing students in S city from December 1 to 23, 2016. These were then analyzed by descriptive statistics, ANOVA, t-test, Pearson correlation coefficient, and multiple regression using SPSS/PC+ program. Results: The results suggest that major satisfaction was correlated with career decision autonomy; likewise, major satisfaction was correlated with career search behavior. The factors influencing career search behavior were grades and major satisfaction. Conclusion: It is necessary to develop a learning method considering interest and aptitude to increase the satisfaction of the major and to apply the various programs to understand the self and the work environment so as to determine how desirable the course will be.

scholarly journals Nursing students’ experiences of bullying in clinical practice

2019 ◽  
Vol 10 (3) ◽  
pp. 89
Author(s):  
Florence L. Luhanga ◽  
Vivian A. Puplampu ◽  
Sherry Arvidson ◽  
Adeyemi Ogunade
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Nursing Program ◽  
Clinical Practices ◽  
Tertiary Institution ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
The Impact

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (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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