scholarly journals Nursing students’ experience with clinical placement in nursing homes: a focus group study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kristin Laugaland ◽  
Kari Kaldestad ◽  
Elin Espeland ◽  
Brendan McCormack ◽  
Kristin Akerjordet ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nursing Homes ◽  
Focus Group ◽  
Role Models ◽  
Clinical Placement ◽  
First Year ◽  
Ageing Population ◽  
Focus Group Study ◽  
First Year Students ◽  
Healthcare Needs

Abstract Background A renewed interest in nursing homes as clinical placement settings for nursing students has been prompted by the growing healthcare needs of an ageing population. However, if future nurses are to be enthusiastic about working in this healthcare context, it is essential that higher education institutions that educate nurses and nursing homes that provide placement experiences to students do so with a supportive, positive, and enriched approach. Methods To explore first-year nursing students’ placement experience in nursing homes, we conducted an exploratory qualitative study in three city-based nursing homes in western Norway. Thirteen first-year nursing students participated in the study. Three focus group interviews were conducted to explore the students’ placement experiences. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results The analysis describes five themes relating to first-year students’ placement experience in nursing homes; (1) variations in utility of pre-placement orientation and welcome at placement site; (2) a challenging learning environment; (3) spending considerable placement time with non-registered nurses; (4) considerable variability in supervision practices; and (5) a vulnerable and demanding student role. Conclusions The research provides insight into the contextual characteristics encountered by first-year students that influence the quality of their placement experiences. Consequently, these characteristics impede access to important role models who lend support to a student’s growth and professional development, preventing full utilisation of the learning potential offered in nursing homes. Hence, we propose that targeted efforts are warranted to foster positive placement experiences and enhance students’ clinical education in nursing homes.

scholarly journals Developing mature empathy among first-year students: The learning potential of emotional experiences

2017 ◽  
Vol 38 (3) ◽  
pp. 128-134 ◽  
Author(s):  
Anne-Sophie Konow Lund ◽  
Anne Kari Tolo Heggestad ◽  
Per Nortvedt ◽  
Bjørg Christiansen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Role Models ◽  
Emotional Reactions ◽  
Learning Trajectory ◽  
First Year ◽  
Learning Potential ◽  
Next Of Kin ◽  
First Year Students ◽  
Emotional Work

Nursing students’ ability to develop mature empathy requires emotional work, usually associated with caring experiences in relation with patients and next of kin. This article is based on qualitative in-depth interviews with 11 first-year students, and the research questions were: What characterizes situations in a nursing home that evoke strong emotional reactions in first-year students? What is the learning potential of these experiences? Findings show that facing emotionally challenging situations during their first clinical placement in nursing education aroused strong feelings and commitment among the students. The students tried, however, to find ways to handle emotionally challenging situations both with support in scientific literature, as well as from experience. Nurses were important role models, but could also exemplify characteristics of less empathic behaviour. Developing ‘mature empathy’ requires emotional work so that the students learn to adapt themselves to what will be demanded of them as professional nurses. The findings of this and other studies should alert nurses as well as teachers to the importance of helping students develop empathy as part of their learning trajectory in nursing education.

The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement

2013 ◽  
Vol 10 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Ron Kerr ◽  
Brian C. Hemmings ◽  
Russell Kay
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Geographic Location ◽  
Professional Organization ◽  
Clinical Placement ◽  
First Year ◽  
University Administrators ◽  
First Year Students ◽  
Social Contingencies ◽  
Practicum Experiences

AbstractStudents’ feedback of their practicum experiences are typically documented only in terms of established nursing competencies and learning objectives. How nursing students cope with social contingencies (e.g., personal health) while away on clinical placement is not commonly reported in the literature. A sample of Australian student nurses was surveyed as a way of contributing new knowledge about what and how social contingencies could impact on a practicum experience. An analysis of the survey data provided by 244 students revealed that of the 14 contingencies used, financial pressure, accommodation, and geographic location, were rated as having the most influence. All of these social contingencies were examined by a principal components analysis. Three factors were identified and interpreted as professional organization, home organization, and personal organization. Three subscales were then derived using these factors and other measures were also calculated. Bivariate and multivariate relationships were subsequently determined. One key finding was that the first year students, compared to their more senior counterparts, expressed less stress during their practicum. The first year students, as opposed to their more experienced peers, also attached less importance to the professional organizational contingencies. The implications of the study for university administrators, nursing education faculty, and managers of clinical facilities conclude the paper.

scholarly journals Factors underlying perceptions of community care and other healthcare areas in first-year baccalaureate nursing students: A focus group study

2018 ◽  
Vol 66 ◽  
pp. 57-62 ◽  
Author(s):  
Margriet van Iersel ◽  
Corine H.M. Latour ◽  
Marjon van Rijn ◽  
Rien de Vos ◽  
Paul A. Kirschner ◽  
...  
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Baccalaureate Nursing ◽  
Community Care ◽  
Baccalaureate Nursing Students ◽  
First Year ◽  
Focus Group Study

scholarly journals Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study

2021 ◽  
Vol 9 (1) ◽  
pp. 230-245
Author(s):  
Lokesh Ramnath Maharajh
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
First Year ◽  
Focus Group Study ◽  
Group Discussions ◽  
Negative Attitudes ◽  
First Year Students ◽  
Tertiary Institutions ◽  
Informal Group ◽  
Students Attitudes

Plagiarism is a matter of great concern to those who teach in higher education. The increase in technology has resulted in plagiarism becoming a source of anxiety for many students. Universities are continually being called upon to devote more time and resources to combating plagiarism. However, what of their understanding of students’ attitudes towards and understandings of plagiarism? It is critical to understand student perceptions towards plagiarism to develop approaches to combat plagiarism. This paper reports on a focus group study that generated qualitative data on students’ perceptions of plagiarism. Informal group discussions were held with first-year students to show how plagiarism appears from the undergraduate student's perspective. An interview schedule was developed to provide an overall direction for the discussion. The schedule followed a semi-structured, open-ended format to enable participants to set their agenda. The analysis revealed that students lack understanding of plagiarism, have certain assumptions about plagiarism, and have negative attitudes towards assigned tasks. This paper argues that there is merit in understanding students’ perspectives regarding plagiarism to develop successful strategies to promote academic integrity and prevent plagiarism. The paper concludes with a recommendation that lecturers at tertiary institutions need to teach explicitly plagiarism, how to avoid it, and referencing.  

scholarly journals Nursing students’ attitudes towards ICT in education and clinic in Denmark

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Raymond Kolbæk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
First Year ◽  
Learning Context ◽  
First Year Students ◽  
Methodical Approach ◽  
E Learning ◽  
Students Attitudes ◽  
Group Interviews

It is well known that in an era of emerging use of ICT in nursing education and health care it is important to have knowledge of the attitudes towards ICT within the profession. However, nursing students and nurses have been notoriously reluctant to embrace/implement ICT in their work and studies.This paper focuses on the construction of ICT-habitus amongst bachelor nursing students displayed by four positions of attitudes that describe the ICT-habitus of the group of nursing students included [under consideration] in the study. Quotes from the students are used to support and illustrate the findings. The methodical approach was based on Pierre Bourdieu’s multi-faceted data collection approach and Steiner Kvale’s technical guidelines for interviewing were used for conducting focus group interviews.In order to carry out the construction a mapping of ICT implementation in the Danish primary and secondary education and nursing education from 1970 – 2001 was undertaken. A questionnaire concerning attitudes towards ICT in Healthcare was conducted amongst first year students and focus group interviews were completed. A bibliography and other sources has been included. These datasets made it possible to construct the field of ICT in nursing education and +to construct nursing students' ICT habitus and ICT capital, which was were categorized in four descriptive positions, called "The endorser", "The sceptic", "The adversary" and "The critical".These positions can be used for developing strategies for implementing ICT and development of e-learning in educational and clinical settings for nursing students, thereby contributing with new knowledge and understanding of the ICT-based learning context and the processes within.

scholarly journals First year nursing students’ experiences of social media during the transition to university: a focus group study

2016 ◽  
Vol 52 (5) ◽  
pp. 625-635 ◽  
Author(s):  
Caleb Ferguson ◽  
Michelle DiGiacomo ◽  
Bernard Saliba ◽  
Janet Green ◽  
Calvin Moorley ◽  
...  
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Focus Group ◽  
First Year ◽  
Focus Group Study ◽  
Transition To University

Attributes of a good nurse

2015 ◽  
Vol 24 (2) ◽  
pp. 238-250 ◽  
Author(s):  
Rahime Aydin Er ◽  
Mine Sehiralti ◽  
Aslihan Akpinar
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Role Models ◽  
Professional Competence ◽  
Nursing Program ◽  
First Year ◽  
Training Methods ◽  
Survey Form ◽  
Good Nurse ◽  
Material Values

Background: The opinions of students regarding the attributes of a good nurse can make a major contribution to the planning and the conducting of professional education. There are few studies which aim at identifying the qualifications of a good nurse from the perspectives of nursing students. Objectives: To determine the opinions of first- and fourth-year nursing students concerning the ‘attributes of a good nurse’, and whether and how their views change depending on their year of study. Research design: Descriptive research. Participants and research context: This study was conducted in the nursing department of a vocational school of health in the 2010/2011 academic year. The study participants consisted of first-year and intern students. A survey form was used to identify characteristics of participants, and students were asked the following open-ended question about their opinions related to the attributes of a good nurse. Ethical considerations: The permission was taken from the school administration. Informed consent was obtained, and anonymity was ensured for participating students. Findings: A total of 120 students participated in this study. Most frequently expressed attributes were ‘professional competence’ in first-year and ‘responsibility’ in fourth-year students. While first-year students placed a greater emphasis on the attributes of ‘geniality’, ‘patience’, ‘calmness’, ‘love of nursing’, ‘loyalty to nursing’ and ‘not attaching importance to material values’, fourth-year students emphasized the attributes of ‘empathy’, ‘honesty’, ‘responsibility’ and ‘scientific curiosity’ significantly more. Discussion and conclusion: Fourth-year students placed a greater emphasis on the attributes which the students are expected to acquire through a nursing program and clinical experience. However, they mentioned the attributes related to a good nurse–patient relationship and communication significantly less. Appropriate ethical training methods and good role models can help students acquire attributes that are important for the nursing profession and combine them with the attributes they already have.

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

2008 ◽  
Vol 20 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Adam Winsler ◽  
Faye Huie
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Role Models ◽  
Academic Career ◽  
Sense Of Self ◽  
Self Regulation ◽  
First Year ◽  
First Year Students ◽  
Undergraduate Study ◽  
Upper Level

Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

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