scholarly journals Supervising students in a complex nursing practice- a focus group study in Norway

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ann-Chatrin Leonardsen ◽  
Siri Brynhildsen ◽  
Mette Tindvik Hansen ◽  
Vigdis Abrahamsen Grøndahl
Keyword(s):  
Intellectual Disability ◽  
Clinical Practice ◽  
Registered Nurses ◽  
Nursing Student ◽  
Nursing Practice ◽  
Technical Skills ◽  
Healthcare Services ◽  
Clinical Settings ◽  
Focus Group Study ◽  
Group Interviews

Abstract Background The supervisory role of registered nurses and intellectual disability nurses will be even more essential in the future, to support the education of competent newly graduated candidates. To our knowledge few studies have explored nursing student supervisors’ perspectives on supervision across primary- and hospital healthcare services and also across nurse educational programs. The aim of the current study was to investigate supervisors’ perspectives on supervising from different clinical settings, and across registered nurses’ and intellectual disability nurses’ clinical practice. Methods The study had an exploratory and descriptive design. The study was conducted within one university college catchment area in Southeastern-Norway. Eight focous group interviews were conducted in primary healthcare (n = 4) and hospital (n = 4) wards. A total of 31 registered nurses and three intellectual disability nurses participated. Hsieh and Shannon’s conventional content analysis was used to analyze the data. Results Participants across primary- and hospital healthcare agreed that clinical practice was complex, and required that students gained competence in both technical and non-technical skills. Moreover, needed skills were described both as general and arena specific, and as both basic and advanced. Participants perceived that technical and non-technical skills together, ideally should lead to students being able to «see the person» behind the patient. Conclusions Supervisors emphasized the challenges of supervising students in a complex nursing practice. Students should gain both procedural competence and an ability to provide person-centred care, and this challenged the supervisors’ own competence. Our findings indicate a need to support supervisors, to enable them to meet these challenges.

scholarly journals The Human Cost of 'Caring' Care for Registered Nurses in Clinical Practice

2021 ◽  
Author(s):  
◽  
Sylvia Margaret Shona Blair
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Public Hospital ◽  
Elderly Population ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Health Reforms ◽  
The Core ◽  
Human Cost ◽  
The Impact

<p>This research utilised a focus group methodology to discover what nurses in clinical practice considered 'caring' care meant for them. Six registered nurses volunteered to participate in the project. They practised over a variety of clinical settings within a public hospital, which provided both acute and elective surgical and medical services to the community, including an extensive elderly population.  Taking these important 'caring' care statements, I then explored with the group what factors in their work environment hindered or enhanced their identified 'caring' care. New Zealand nurses identified similar themes and concepts important to their 'caring' in clinical practice as did their overseas counterparts.  This study also highlighted the impact the health reforms had on individual clinical practice at this hospital. The effects of the institutional changes in response to the health reforms were far reaching at both a personal and professional level.  Caring is an important concept found in nursing practice. It has been widely documented by nurse scholars, researchers and nurse authors that care is at the core of nursing practice. Some have even referred to care as being the heart of nursing. The findings from the present research indicates the importance nurses place on caring in their day to day encounters with patients. It also demonstrates how nurses express their care and their perceptions of the importance care has in their clinical practice.</p>

scholarly journals The Human Cost of 'Caring' Care for Registered Nurses in Clinical Practice

2021 ◽  
Author(s):  
◽  
Sylvia Margaret Shona Blair
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Public Hospital ◽  
Elderly Population ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Health Reforms ◽  
The Core ◽  
Human Cost ◽  
The Impact

<p>This research utilised a focus group methodology to discover what nurses in clinical practice considered 'caring' care meant for them. Six registered nurses volunteered to participate in the project. They practised over a variety of clinical settings within a public hospital, which provided both acute and elective surgical and medical services to the community, including an extensive elderly population.  Taking these important 'caring' care statements, I then explored with the group what factors in their work environment hindered or enhanced their identified 'caring' care. New Zealand nurses identified similar themes and concepts important to their 'caring' in clinical practice as did their overseas counterparts.  This study also highlighted the impact the health reforms had on individual clinical practice at this hospital. The effects of the institutional changes in response to the health reforms were far reaching at both a personal and professional level.  Caring is an important concept found in nursing practice. It has been widely documented by nurse scholars, researchers and nurse authors that care is at the core of nursing practice. Some have even referred to care as being the heart of nursing. The findings from the present research indicates the importance nurses place on caring in their day to day encounters with patients. It also demonstrates how nurses express their care and their perceptions of the importance care has in their clinical practice.</p>

Student Paper: A Pivotal Caring Experience for a Nursing Student

2011 ◽  
Vol 15 (1) ◽  
pp. 65-67
Author(s):  
Alexander Tesfamichael
Keyword(s):  
Clinical Practice ◽  
Significant Influence ◽  
Elderly Woman ◽  
Nursing Student ◽  
Nursing Practice ◽  
Caring Behavior ◽  
Student Paper

The application of Swanson’s (1991) mid-range caring theory in clinical practice is the focus of this paper. The clinical practice example chosen to highlight this theory was an interaction observed by a nursing student between a nursing instructor and an elderly woman who had experienced an embarrassing incidence of bowel incontinence. This example of caring behavior will have a significant influence on the nursing student’s future nursing practice.

scholarly journals Implementation of reflective practice programme for registered nurses

2015 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Lucia N. Nelumbu
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Registered Nurses ◽  
Reflective Practice ◽  
Active Participation ◽  
Routine Activities ◽  
Daily Routine ◽  
Clinical Settings ◽  
Gynecology And Obstetrics

<p>The researcher was convinced that the development of a programme is the good idea that will enhance the proper application of reflective practice in clinical settings for nurses not simply to perform daily routine activities without paying attention to reflection. The developed programme was implemented through a two-day workshop.  Therefore, the researcher considered the workshop to be an ideal strategy for implementation, because reflection can only be facilitated and practiced through active participation. The participants were drawn from various disciplines such as: Paediatrics, Surgery, Gynecology and Obstetrics and Internal Medicine. The facilitator explained the purpose of the workshop and the rules to be followed during the workshop. The content of the programme was presented and discussed during the specific sessions as it was scheduled. After the sessions, the participants were informed that they have to go back and apply what they learned from the workshop during their clinical practice for three months. And after three months the facilitator together with the participants contacted the evaluation of the application of the content of the programme.</p>

scholarly journals Coaching nursing students with attention deficit hyperactivity disorder in clinical settings: A case study

2017 ◽  
Vol 8 (4) ◽  
pp. 10
Author(s):  
Kathleen M. Davidson ◽  
Liam Rourke ◽  
Kara L. Sealock ◽  
Wai Yin Mak
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Attention Deficit ◽  
Nursing Student ◽  
Clinical Settings ◽  
Hyperactivity Disorder ◽  
Students With Adhd

Up to 18% of undergraduate students have some form of learning disability, with Attention Deficit Hyperactivity Disorder (ADHD) being the most common subtype. Some of these students enter nursing programs. Post-secondary institutions are developing processes to help students overcome traditional academic challenges, however, the demands of clinical practice courses are not easily modified. Effective performance in clinical settings requires nursing students to develop sophisticated executive functions for organization, prioritization, and managing distractions, all of which present considerable challenges for students with ADHD. We present a case study to illustrate the coaching intervention we adapted from the education literature for a nursing student with ADHD who was struggling in clinical practice courses. The most effective coaching strategies helped the student to harness his energy and enhance focus on the task at hand. 

scholarly journals Career Exploration Process of Nursing Student in Clinical Practice: A Voyage to Find the Authentic Nurse of Pre-registration Nurses

2019 ◽  
Vol 25 (1) ◽  
pp. 69-82
Author(s):  
Hyun Mi Son ◽  
Yun Kyung Hong ◽  
Young Hae Kim
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Role Models ◽  
Nursing Student ◽  
Intrinsic Value ◽  
Career Exploration ◽  
Exploration Process ◽  
Opportunities For Learning ◽  
Group Interviews ◽  
The Ideal

Purpose: The purpose of the study is to understand the experiences of career exploration among nursing students during their clinical practice and to develop a theoretical framework for the career exploration process. Methods: From February 2 to 28, 2015, data were collected through focus group interviews from 24 participating fourth-year nursing students. The data were analyzed using grounded theory. Results: The central phenomenon of 'confusion between the ideal and the reality of nursing' occurred in contexts for various reasons of choosing one's major, nurses in the ideal, a vague fear of the field, arduous nursing assignments in the field, and severe adversity in the nursing field. Nursing students tried to deal with their confusion by using interaction strategies such as pursuing the intrinsic value of nursing, finding role models, trying to project oneself, and preparing for adapting to reality. The career exploration process in clinical practice was a voyage to discover the authentic nurse of the pre-registration nurse. Conclusion: This result shows that nursing students were to gain confidence in their career choices by finding the value of nursing and interacting with patients. Therefore, opportunities for learning experiences about interaction with patients and various positive experiences in clinical practice should be provided for nursing students.

scholarly journals Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
A. G. Gregersen ◽  
M. T. Hansen ◽  
S. E. A. Brynhildsen ◽  
V. A. Grøndahl ◽  
A. C. Leonardsen
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Healthcare Services ◽  
Clinical Placement ◽  
Patient Treatment ◽  
Practical Nursing ◽  
Practical Skills ◽  
Focus Group Study ◽  
Nursing Skills ◽  
Nurse Students

Practical nursing skills are complex and involve technical, theoretical, and practical aspects, caring perspectives adjusted to both patient and circumstances, as well as ethical and moral considerations. Patients’ length of stay in hospitals is decreasing, and more advanced patient treatment is conducted in primary healthcare settings. Hence, education and nursing skills need adjustment in line with the rapidly evolving field of practice. Studies emphasize a need to uncover whether the technical aspect of nursing skills, in general, is challenging in students’ learning. The aim of this study was to explore students’ perspectives on practical nursing skills and how they can best learn these. Three focus group interviews were conducted with registered nurse students and intellectual disability nurse students in their last semester (n = 11). Conventional, inductive content analysis in line with recommendations from Hsieh and Shannon was used to analyze the data. Two main categories with subcategories were identified: (1) the content of practical skills, with subcategories (a) human-to-human relations, (b) organizational competence, and (c) technical mastering and (2) building competence, with subcategories (a) need for supervision, (b) planning the learning situations, and (c) relevance for practice. Students experienced that practical skills did not only include technical aspects but also the ability to establish a relationship to the patient and to organize their working day. Supervising was assumed as essential both when training in the simulation center and in clinical placement, as well as planning of the training, respectively. Students experienced that some skills learned in the university college were less relevant in clinical practice and that certain skills were difficult to perform in practice due to the type of clinical placement. Hence, there is a need to review the approach to and content of practical nursing skills’ learning in healthcare undergraduate programs, to prepare students for clinical practice, and to ensure that they build the competence needed in healthcare services.

Intellectual Disability: A Critical Concept Analysis

2015 ◽  
Vol 29 (4) ◽  
pp. 249-265 ◽  
Author(s):  
Pierre Pariseau-Legault ◽  
Dave Holmes
Keyword(s):  
Intellectual Disability ◽  
Clinical Practice ◽  
Structural Changes ◽  
Nursing Practice ◽  
Concept Analysis ◽  
Clinical Implications ◽  
Social Constructions ◽  
Recent Developments ◽  
Clinical Models ◽  
Nurses Role

Over the last number of years, the emergence of new scientific and social constructions of intellectual disability has contributed to many terminological, conceptual, and structural changes. As a result, the expression “mental retardation” has gradually been abandoned in favor of “intellectual disability” for classification and diagnosis. In addition to helping redefine intellectual disability, the implementation of new deinstitutionalized mechanisms of governmentality required the adoption of different clinical models. Concrete applications of those models have yet to be studied in nursing practice. The main objective of this article is to analyze the concept of intellectual disability in light of recent developments to clarify its philosophical bases, influence, and relevance for clinical practice. This concept analysis was realized following a literature review of scientific articles and monographs addressing topics related to intellectual disability. Inspired by a poststructuralist approach, we will discuss about the ambiguity of nurses’ role regarding people labeled as having an intellectual disability. Lastly, we will address the clinical implications of our analysis and we will propose an actualized understanding of the nursing practice in such context.

scholarly journals Reflective practice programme for registered nurses in training hospitals in Windhoek

2015 ◽  
Vol 4 (2) ◽  
pp. 94 ◽  
Author(s):  
Lucia N. Nelumbu
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Reflective Practice ◽  
Nursing Care ◽  
Educational Programme ◽  
Clinical Settings ◽  
Contextual Approach ◽  
Inadequate Knowledge ◽  
Practice Skills

<p>Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. A qualitative, explorative, phenomenological, descriptive and contextual approach was conducted to explore and describe how reflective practice is practised by registered nurses in training hospitals in Windhoek. The findings revealed inadequate knowledge of reflective practice among registered nurses. Based on these findings the educational programme was developed to facilitate learning and application of reflective practice in clinical practice. This paper presents the description of an educational programme that was developed to facilitate learning and practice of reflective practice by registered nurses to make a difference to their patients’ care.</p>

scholarly journals Nursing Student's Experiences on Nunchi in Clinical Practice

2019 ◽  
Vol 25 (1) ◽  
pp. 48-57
Author(s):  
Hyun Ju Park ◽  
Hyo Ja An
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Student ◽  
Negative Impact ◽  
Negative Effects ◽  
Grade Levels ◽  
Study Results ◽  
Group Interviews ◽  
And Gender ◽  
Practice Methods

Purpose: This study aimed to explore and understand nursing students' nunchi experiences in clinical practice. Methods: Participants were nursing students in the third and fourth years who had clinical experience. A total of 20 nursing students were divided into three focus groups based on their grade levels and gender. Data were collected from December 2017 to March 2018 through focus group interviews and were analyzed via Colaizzi's phenomenological methodology. Results: The study results consisted of 5 theme clusters, 11 themes, and 24 subthemes. These clusters were: confusion about ambiguous behavioral standards, effort in following social norms, concern about getting hurt, physical and psychological exhaustion, and forming social attitudes. Conclusion: These results show that nunchi has positive and negative effects on the clinical practice of nursing students. We need to improve the causes of nunchi, which can have a negative impact on clinical practice.

Sign in / Sign up

Export Citation Format

Share Document