The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals Human anatomy and clinical nursing practice

2020 ◽  
Vol 10 (10) ◽  
pp. 13
Author(s):  
Lilian Rubinho Ratero ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Lilian Castiglioni ◽  
Nádia Antônia Aparecida Poletti ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Professional Training ◽  
Nursing Practice ◽  
Clinical Teaching ◽  
Human Anatomy ◽  
Care Process ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses.  The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

scholarly journals The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

2020 ◽  
Vol 15 (22) ◽  
pp. 258
Author(s):  
Rabia Qaisar ◽  
Halima Lajane ◽  
Abderrahmane Lamiri ◽  
Hind Bouzoubaa ◽  
Omar Abidi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Nursing Practice ◽  
Perceived Usefulness ◽  
Training Module ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

scholarly journals Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa

Curationis ◽  
2021 ◽  
Vol 44 (1) ◽  
Author(s):  
Fundiswa P. Fadana ◽  
Hilda F. Vember
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Student ◽  
Student Nurses ◽  
Western Cape ◽  
Undergraduate Nursing Students ◽  
Healthcare Facilities ◽  
Undergraduate Nursing

Background: This study explored the experiences of undergraduate nursing students during clinical practice at healthcare facilities in the Boland Overberg area in Western Cape, South Africa. Few studies have been done on experiences of nursing students during clinical practice. However, there are still inadequacies, which lead to the deterioration of clinical practice quality.Objectives: To explore and describe the experiences of undergraduate student nurses during clinical practice in healthcare facilities in Boland Overberg, in Western Cape, South Africa.Method: A qualitative, exploratory descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses’ experiences during clinical practice in healthcare facilities in the Boland Overberg area in Western Cape Region. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The sample size was based on data saturation. Colaizzi’s method of coding and thematic content analysis was used to interpret the data. Ethical principles were adhered to.Results: After data analysis, the following themes emerged: clinical learning environment, challenges and inability to reach objectives.Conclusion: During clinical practice in healthcare facilities, students were confronted with dilemmas which must be addressed with proper planning to decrease the challenges in clinical education of future nurses. The findings can be used in planning of nursing education, could provide help to develop effective clinical teaching strategies in nursing education and to support these undergraduate nursing students.

scholarly journals Sharing and Supporting the Hopes and Dreams of Students and Faculty in a Canadian BScN Program

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Sue Coffey ◽  
Hilde Zitzelsberger ◽  
Marianne Cochrane ◽  
Katherine Cummings
Keyword(s):  
New York ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Practice ◽  
Nursing Program ◽  
Faculty Members ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Faculty Relationships ◽  
To Come

Healthcare educators are in a unique position to support students’ personal and professional development. The UOIT-DC Nursing Program curriculum is founded on caring values that assert a commitment to the primacy of relationships. According to humanistic nursing, caring involves the interrelated concepts of ‘being’ and ‘doing’ in which both require an active presence and willingness to come to know another person (Paterson  and  Zderad, 1976). A deeply held tenet of nursing practice is the notion that when a nurse knows or understands a person, he or she will be better able to care for that person. We believe that this notion also pertains to student and faculty relationships in nursing education, ultimately leading to more effective and meaningful learning opportunities and experiences.This poster will report on a qualitative study exploring undergraduate nursing students’ hopes and dreams when they begin their education and the ways these hopes and dreams may shift and evolve as they progress through the program. The intersections of students’ hopes and dreams for their education and faculty members’ hopes and dreams in teaching students will be presented. The impetus for the project arose from conversations among faculty members about the complex relational nature of nursing education and our hope to enhance relational awareness and practices through a deeper understanding of the aspirations and goals that students hold. Exploration of how the findings may contribute to deeper understandings of and responsiveness to students and the significance of nursing practice and education to them will be presented.ReferencesPaterson, J. G.,  and  Zderad, L. T. (1976). Humanistic nursing. New York: John Wiley and Sons.

scholarly journals High-Fidelity Simulation and Clinical Judgment of Nursing Students in a Maternal–Newborn Course

2020 ◽  
Vol 42 (10) ◽  
pp. 829-837
Author(s):  
Carol A. Reid ◽  
Jody L. Ralph ◽  
Maher El-Masri ◽  
Katrice Ziefle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Nursing Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Experiences ◽  
Limited Evidence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical judgment, one’s ability to think like a nurse, is an essential skill for safe nursing practice. With the rise of simulation to replace clinical experiences, there is limited evidence regarding the effectiveness of simulation on the development of clinical judgment. This study explored differences in clinical judgment in maternal–newborn courses between undergraduate nursing students participating exclusively in simulation and those participating in hospital-based clinical experiences. Following completion of the clinical rotation, students participated in an evaluative maternal–newborn high-fidelity simulation experience that was recorded and evaluated using the Lasater’s Clinical Judgment Rubric (2007). Lasater’s Clinical Judgment Rubric scores between the simulation and clinical practice groups were compared using an independent sample t-test. There was no statistical difference in clinical judgment scores between the simulation and hospital-based clinical groups ( t = −1.056, P = .295). Our findings suggest that simulation may be a comparable alternative to clinical experience in nursing education.

scholarly journals How Nurses Apply Patterns of Knowing in Clinical Practice: A Grounded Theory Study

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Forough Rafii ◽  
Alireza Nikbakht Nasrabadi ◽  
Fereshteh Javaheri Tehrani
Keyword(s):  
Grounded Theory ◽  
Clinical Practice ◽  
Clinical Settings ◽  
Theory Approach ◽  
Structured Interviews ◽  
Clinical Nurses ◽  
The Core ◽  
Patterns Of Knowing ◽  
Grounded Theory Approach ◽  
Core Variable

BACKGROUND፡ Nurses require a great deal of knowledge to provide a comprehensive and effective nursing care. A number of patterns have been put into place to help nurses acquire this knowledge. The aim of this study was to describe the core variable in the process of using patterns of knowing by nurses in clinical practice.METHODS: The study was conducted in qualitative and grounded theory approach, between April 2018 and January 2020. Semi-structured interviews were used for data collection. All the interviews were transcribed verbatim. Nineteen clinical nurses were interviewed, and eight observation sessions were conducted in different hospital departments. Participants were first selected through purposeful and then theoretical sampling. Data were analyzed and interpreted using constant comparison analysis approach.RESULTS: The findings of the study indicated that nurses apply the patterns of knowing in three ways in their clinical practice: "cohesion of patterns of knowing", "domination of some patterns of knowing" and "elimination of some patterns of knowing". The core variable of this process is cohesion of patterns of knowing in the domain of flexibility.CONCLUSION: The findings of the present study indicate that application of patterns of knowing is practiced in a range of nurse flexibility in clinical settings.

Locating Carper's Aesthetic Pattern of Knowing within Contemporary Nursing Evidence, Praxis and Theory

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Julie Duff Cloutier ◽  
Craig Duncan ◽  
Patricia Hill Bailey
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Practice ◽  
Ways Of Knowing ◽  
First Year ◽  
Ongoing Debate ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Aesthetic ◽  
Evidenced Based

Carper's (1978) seminal work has been used in nursing education for many years as a method for introducing students to the multitude of ways of knowing that support nursing practice. This manuscript focuses on the aesthetic pattern of knowing and the ongoing debate in nursing literature surrounding aesthetics, evidence and nursing practice. Writers will describe and critique a strategy used to introduce first year undergraduate nursing students to this pattern of knowing. The implications of the critique of the project and the ongoing debate in relation to Carper's (1978) work, evidenced based practice and nursing praxis are discussed.

Nursing students’ perceptions of and experiences coping with stress in clinical practice

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Gurpreet Kaur ◽  
Wanda M. Chernomas ◽  
Judith M. Scanlan
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Negative Impact ◽  
Qualitative Content Analysis ◽  
Behavioral Strategies ◽  
Structured Interviews ◽  
Coping With Stress ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

AbstractObjectivesClinical practice is a major component of nursing education wherein significant learning takes place. Nursing students experience stress in clinical practice which can have a negative impact on their learning. Guided by Lazarus and Folkman’s theory of stress and coping, this study explored nursing students’ perceptions of and experiences with coping with stress in clinical practice.MethodsSemi-structured interviews were conducted with ten undergraduate nursing students. Qualitative content analysis was used to analyze the data.ResultsThe themes of: Learning about self, Knowing self, Value of social support, and Relationships with clinical instructors reflect participants’ descriptions of coping with stress. Students cognitive and behavioral strategies, including reflection, help them understand their stress and decide how to reduce its effects.ConclusionsSupportive and respectful relationships are essential for a student to learn and cope effectively with stressful situations. Implications for improving the clinical instructor’s role to enhance students’ coping with stress in clinical practice are discussed.

A medical play experience: Preparing undergraduate nursing students for clinical practice

2021 ◽  
pp. 104821
Author(s):  
Kerry Reid-Searl ◽  
Kate Crowley ◽  
Carina Anderson ◽  
Nicole Blunt ◽  
Rachelle Cole ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Play Experience

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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