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.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

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 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.

Factors Contributing to Unprofessional Behaviour among Nursing Students at the University of Namibia

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Daniel Opotamutale Ashipala ◽  
Selma Iyaalo Shaluwawa
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Student Nurses ◽  
Workplace Relationships ◽  
Structured Interviews ◽  
Undergraduate Nursing Students ◽  
Unprofessional Behaviour ◽  
Undergraduate Nursing ◽  
Codes Of Practice ◽  
The University

Globally, there is a universal expectation that nurses should have a duty to serve others with commitment and dedication. Therefore, it is expected from all professional nurses including nursing students that they behave professionally and ethically in accordance with the ethical codes of practice and conduct. Unprofessional behaviour among student nurses has the potential to negatively affect staff and workplace relationships, and most importantly, compromise patient safety and care. The factors contributing to unprofessional behaviour among nursing students in Namibia have not been extensively researched. This requires institutions of higher learning to establish which factors are likely to promote unprofessional behaviour among student nurses, which could then be used to deal with unprofessional behaviour among these students. The objectives of this study were to explore and understand the factors contributing to unprofessional behaviour among nursing students at the University of Namibia. A qualitative, explorative, descriptive and contextual study was conducted. The accessible population in this study consisted of 17 undergraduate nursing students. Purposive sampling was used and the requisite data collected from the 17 participants using individual semi-structured interviews. The data were analysed by means of qualitative content analysis. Three themes were subsequently identified, namely, unprofessional behaviour in nursing, factors contributing to unprofessional behaviour, and moulding unprofessional behaviour. These findings call for well-articulated plans on the part of the faculty management team to deal with unprofessional behaviour among nursing students. It is recommended that further research be conducted to identify specific curriculum components that may be incorporated to strengthen the teaching of nursing ethics to students.

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.

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

scholarly journals Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

2020 ◽  
Author(s):  
Tara Alden-Joyce ◽  
Elina Scheers-Andersson ◽  
Jane Rogathi ◽  
Paulo Kidayi ◽  
Jenny Cadstedt ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Income ◽  
Qualitative Content Analysis ◽  
Inductive Reasoning ◽  
Low Income Countries ◽  
Structured Interviews ◽  
Global Perspectives ◽  
Purposeful Sampling ◽  
Student Exchange

Abstract Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students

2020 ◽  
Vol 59 (6) ◽  
pp. 341-344
Author(s):  
Jessica A. Devido ◽  
Cathleen J. Appelt ◽  
Andrew T. Simpson ◽  
Monica T. Gola ◽  
Nicole Szalla
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Community Engaged Research ◽  
Undergraduate Nursing ◽  
The Future ◽  
Future Of Nursing
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