scholarly journals Relationship between clinical practice satisfaction, professional self-concept, and career identity among students of dental laboratory technology

2021 ◽  
Vol 43 (4) ◽  
pp. 194-201
Author(s):  
Wol Kang ◽  
Yeon Jang
Keyword(s):  
Clinical Practice ◽  
Self Concept ◽  
Career Identity ◽  
Professional Self ◽  
Laboratory Technology

scholarly journals Undergraduate nursing students’ perceptions of integrating evidence into practice in a psychiatric-mental health nursing clinical course

2019 ◽  
Vol 9 (9) ◽  
pp. 1 ◽  
Author(s):  
Nadia Ali Muhammad Ali Charania ◽  
Paula Lynn Ross-Durow ◽  
Barbara-Jean Sullivan ◽  
Laura A. Dansel
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Course ◽  
Self Concept ◽  
Evidence Based ◽  
Mental Health Nursing ◽  
Professional Self ◽  
Health Nursing

Faculty in a baccalaureate nursing program recognized the need to make intentional efforts to assist nursing students in integrating evidence-based knowledge in their clinical learning.  This paper aims to describe ways in which evidence-based practice (EBP) was incorporated into Psychiatric-Mental Health Clinical Course (P-MHCC) assignments, and summarize students’ perceptions about their use of evidence in their clinical practice. Content analysis was performed on 64 student essays. Four themes were identified following analyses of students’ written self-reflections: clinical assignments created opportunities to incorporate EBP, assignments promoted exploration of resources and fostered development of a professional self-concept, use of evidence in mental health nursing, and students’ views on future use of EBP and barriers. Clinical assignments and educational experiences were influential in students’ utilization of EBP. Students agreed on the value of EBP in their development as nurses and as being necessary to provide the best care to patients. Three future recommendations were proposed. First, faculty facilitating clinical courses must integrate EBP as a consistent component across all clinical assignments and employ specific rubrics to help students recognize the importance of evidence in clinical practice. Second, faculty must be proactive to explore and address students’ barriers to integration of EBP in a P-MHCC. Finally, clinical faculty should consider the use of EBP in clinical assignments as one of the strategies to promote students’ professional self-concept. Future research should include systematically exploring and testing the teaching strategies used by nursing faculty at all levels of the baccalaureate program to determine their effectiveness in improving baccalaureate-nursing students’ knowledge and skills.

THE ROLE OF A MENTOR IN THE PROCESS OF TRAINING STUDENTS IN THE SPECIALTY MIDWIFE

2020 ◽  
Vol 1 (8(77)) ◽  
pp. 23-32
Author(s):  
S. Radeva ◽  
L. Georgieva
Keyword(s):  
Clinical Practice ◽  
Practical Training ◽  
Internal Factors ◽  
Professional Orientation ◽  
Young Professionals ◽  
Motivation For Learning ◽  
Obstetric Services ◽  
Professional Self ◽  
Legislative Changes

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.

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