scholarly journals Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement

2021 ◽  
Vol 11 (2) ◽  
pp. 1-15
Author(s):  
Maria Mackay ◽  
◽  
Carley Jans ◽  
Jan Dewing ◽  
Alicia Congram ◽  
...  
Keyword(s):  
Nursing Students ◽  
Academic Staff ◽  
Literacy Skills ◽  
Clinical Placement ◽  
Learning Resources ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Supervisory Relationships ◽  
Theoretical Perspectives ◽  
Students First

Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional preparation required to navigate the practice context, while preparation of early-year students is not prioritised. Aim: This study had two aims: to provide nursing students with processes and tools to give them a voice in the development of learning resources to prepare for clinical placement; and to address some of the power imbalances between nursing students and clinical supervisors. Methods: This action research study was undertaken collaboratively with students and academic staff as co-researchers and was underpinned by the theoretical perspectives of transformational learning and person-centredness. It used a range of creative methods, such as workshops, critical creativity and critical dialogue. Conclusion: Emotional connection and vulnerability were found to enhance healthful (supervisory) relationships. The co-researchers developed a Student-Led Conversation Form and a process to support students to undertake and lead a conversation with their clinical supervisors and create shared values. Significantly, emotional preparation for clinical placements was found to be important for nursing students facing the reality of practice. Implications for practice: • Innovative approaches to curriculum development are enabled when academic staff authentically engage with nursing students • First-year nursing students experience a sense of empowerment when they engage in student-led learning • Person-centred learning requires academic staff and nursing students to be challenged to develop emotional literacy skills

scholarly journals From education to research: a journey of utilising virtual training

2016 ◽  
Vol 15 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Adéle Stewart-Lord
Keyword(s):  
Patient Education ◽  
Academic Staff ◽  
Design Development ◽  
Virtual Training ◽  
Clinical Placements ◽  
Information Giving ◽  
Recent Innovation ◽  
Students First ◽  
Education Tool ◽  
Number Of Publications

AbstractBackgroundLondon South Bank University (LSBU) has successfully implemented Virtual Environment for Radiotherapy Training (VERT) across the therapeutic radiography training curricula and are now supporting the use of VERT for patient education in clinical departments. A number of publications have reported on the use of VERT in education and training; more recent literature has focused on the use of VERT for patient education.Materials and methodsThe successful introduction of VERT before students’ first clinical placements resulted in the development of a ‘Pre-Clinical week’ where students practice and improve their technical skills, using the hand controls without a patient present, leading to increased confidence in clinical practice. Other examples of VERT curriculum integration at LSBU focused on the use of VERT for anatomy teaching. The more recent innovation at LSBU relevant to VERT integration has been the design, development and implementation of collaborative research projects where the aims of the studies were to explore patients’ perceptions of VERT as an information giving resource before radiotherapy delivery.SummaryThe introduction of VERT as education tool has enabled academic staff to develop a range of teaching methods to embed virtual training into the traditional classroom setting, demonstrating innovation and collaboration.

scholarly journals Developing International Clinical Placements: Enhancing Student Awareness

2017 ◽  
Vol 1 (4) ◽  
pp. 1-7
Author(s):  
Sharon Elizabeth Metcalfe
Keyword(s):  
United States ◽  
Great Britain ◽  
Nursing Students ◽  
Cultural Awareness ◽  
Southeastern United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Exchange Programs ◽  
Clinical Nursing ◽  
Schools Of Nursing

Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs

scholarly journals Bullying in the clinical setting: Lived experiences of nursing students in the Central Region of Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257620
Author(s):  
Sara Ama Amoo ◽  
Awube Menlah ◽  
Isabella Garti ◽  
Evans Osei Appiah
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Sample Size ◽  
Central Region ◽  
Clinical Setting ◽  
Structured Interview ◽  
Clinical Placement ◽  
Learning Goals ◽  
Psychomotor Skills ◽  
Clinical Placements

Introduction Nursing students are confronted with bullies in the classroom and during clinical placement. Acquisition of the necessary psychomotor skills intended during clinical placements may be impeded when workplace bullies intimidate students. This study aimed to describe the various bullying behaviours experienced by nursing students and their effects during clinical placement in the Central Region of Ghana. Methods A qualitative phenomenological descriptive approach using a semi-structured interview guide was employed to collect data from nursing students in focus groups. Overall, six (6) focus groups were used, with five (5) students in each group comprising males and females. The sample size was based on data saturation and was saturated on the six focus group discussions giving a sample size of 30. Purposive sampling was used to select students who had been on the ward at least three clinical placements and had experienced bullying in the clinical setting. In-depth interviews were conducted, recorded, transcribed verbatim and analysed using content analysis. Results The study revealed that nursing students had experienced bullying practices such as shouting, isolation, humiliation and being assigned tasks below their competency level. In addition, findings showed that bullying led to a loss of confidence and caused stress and anxiety in nursing students. Conclusion Therefore, it is recommended that nursing students are mentored holistically in a caring and accepting environment where they will be supported to achieve their learning goals, build their confidence, and develop their personal and professional identity.

Motivation and International Clinical Placements: Shifting Nursing Students to a Global Citizenship Perspective

2014 ◽  
Vol 11 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Caroline A. Burgess ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Students ◽  
Low Income ◽  
Global Citizenship ◽  
Student Nurses ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Global Issues ◽  
Low Income Country ◽  
Undergraduate Nursing ◽  
Nursing Curricula

AbstractNursing programs are increasingly offering international clinical experiences as part of nursing curricula. The purpose of this study was to understand what motivates student nurses to take part in these experiences. Related to motivation, student awareness of emerging nursing discourses on global citizenship was also examined. As part of a qualitative study, nine undergraduate nursing students were interviewed about their motivations for choosing a clinical placement to a low-income country. While students appeared to have a sincere desire to make a difference, closer examination of the data revealed that the majority approached their international clinical placement in ways that could be construed as paternalistic to some degree, rather than reflective of broader professional imperatives such as social justice. This finding suggests that additional education preparation may be needed prior to these experiences; global citizenship frameworks may be helpful in shifting perspectives towards a more critical enquiry of global issues.

scholarly journals Recognition for registered nurses supporting students on clinical placement: a grounded theory study

2020 ◽  
Vol 37 (3) ◽  
Author(s):  
Carina Anderson ◽  
Lorna Moxham ◽  
Marc Broadbent
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Registered Nurses ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Theory Approach ◽  
Major Category ◽  
Additional Time ◽  
Clinical Placements ◽  
Undergraduate Nursing

Objective: This study examined registered nurses’ perspectives of being supportive of nursing students and providing them with learning opportunities when on clinical placements. Background: In Australia, as part of their three-year Bachelors degree, undergraduate nursing students undertake a minimum of 800 hours of clinical placement. During these clinical placement hours, nursing students are supervised by registered nurses who are required to be supportive of the students and provide them with learning opportunities. Study design and methods: This study used a grounded theory approach. In this qualitative study there were fifteen registered nurse participants. Thirteen participants were female participants and two were male. Participants were individually interviewed. Transcripts from these in–depth interviews were analysed using constant comparative analysis. Results: The major category, an added extra, emerged from this study. An added extra is about registered nurses’ perception that having a student is an added extra to their daily duties. The major category an added extra is informed by three emergent themes. The first theme was time, the second theme was workload and the third theme was wanting recognition. Discussion: Registered nurses perceived that their workloads tend not to be taken into consideration when they have nursing students. The literature suggests that nursing students often miss out on learning opportunities when they are on clinical placement because registered nurses do not have additional time to effectively support students’ clinical learning. Conclusion: Participants in this study believed being supportive of nursing students and providing them with learning opportunities was an added extra to their daily nursing duties. Findings revealed registered nurses want to be recognised for the extra time and effort they dedicate to students’ learning.

scholarly journals Clinical supervisors’ perceptions of podiatry students’ preparedness for clinical placement and graduates’ preparedness for podiatry practice in Australia: An exploratory study

2021 ◽  
Vol 22 (2) ◽  
pp. 1-22
Author(s):  
Katrina Reynolds ◽  
Michelle McLean
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Clinical Competence ◽  
Clinical Skill ◽  
Skills Training ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Podiatry Students ◽  
Hands On

Introduction: Little is known about Australian podiatry students’ preparedness for clinical placement and graduates’ preparedness for clinical practice. This qualitative study explored clinical supervisors’ perceptions of podiatry students’ and graduates’ preparedness-related challenges and their recommendations for improvement.Methods: Eleven registered podiatrists who had supervised or were still supervising students were interviewed. Transcribed interviews were thematically analysed. Benner’s (1984) stages of clinical competence from novice to expert informed the study.Results: Clinical supervisors were divided about students’ preparedness for clinical placements, with their perceptions ranging from generally prepared (n = 2) to unsure (n = 5) to unprepared (n = 4). They commented on junior versus senior students, institutional differences and specific clinical skill deficiencies, e.g., scalpel debridement and patient communication skills. Perceived challenges for students on placement included poorly developed clinical skills and low self-efficacy, both stemming primarily from insufficient hands-on experience. Participants suggested that for improved placement preparedness, students required better quality clinical experiences and communication skills training. Being work-ready, which most graduating Australian podiatrists were reported to be, involved being safe and self-efficacious. Participants also suggested that a supportive clinical environment, an internship and more advanced interpersonal skills would facilitate preparedness. Conclusion: In terms of Benner’s (1984) framework, during training, podiatry students should be considered novices, and they should be considered advanced beginners on graduation. An entry-level graduate should not be expected to be competent across all areas of clinical practice. Hands-on clinical practice during placements was needed for moving successfully through Benner’s (1984) stages of clinical competence. While clinical supervisors believed that podiatry training generally prepared students for clinical practice immediately following graduation, they asserted that manual clinical and communication skills improvement is required for clinical placements.

scholarly journals Students’ interprofessional workplace learning in clinical placement

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ann-Charlotte Bivall ◽  
Annika Lindh Falk ◽  
Maria Gustavsson
Keyword(s):  
University Hospital ◽  
Boundary Object ◽  
Clinical Placement ◽  
Medical Emergency ◽  
Boundary Crossing ◽  
Research Approach ◽  
Interprofessional Learning ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Group Interviews

Students’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward.

Night Shift as a Clinical Placement Strategy: A Qualitative Analysis of Nursing Students’ Experiences in North-Eastern Namibia

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Vistolina Nuuyoma ◽  
Johannes N Aron
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Night Shift ◽  
Clinical Placement ◽  
Design Data ◽  
Negative Experiences ◽  
Clinical Placements ◽  
School Of Nursing ◽  
North Eastern ◽  
Principles Of Justice

Clinical placement strategies facilitate clinical learning, which students and nurse educators consider to be a foundation in nursing training; they gain the ability to develop expected competencies. Night shift is one of the clinical placements used in nursing education, yet many studies globally only focus on students’ experiences of clinical placement during the day shift. It is not explicitly known how the nursing students in north-eastern Namibia experience the night shift as part of their clinical placement strategies. The focus of this article is on exploring and describing how nursing students in north-eastern Namibia have experienced the night shift as part of their clinical placement. The study was conducted at the university campus located in north-eastern Namibia. A qualitative approach, with phenomenology, was used as research design. Data were collected via focus group discussions with 18 nursing students who were purposively selected until data saturation was reached. Data analysis followed content analysis. The trustworthiness of the study was ensured using the criteria of Lincoln and Guba. The ethical principles of justice, beneficence, confidentiality, anonymity, and non-maleficence were also considered. Three main themes emerged: nursing students experienced the night shift as a beneficial clinical placement; there were negative experiences for nursing students when the night shift was used as a clinical placement; and there are strategies to strengthen the night shift as a clinical placement strategy. Nursing students in north-eastern Namibia have both positive and negative experiences of night shift clinical placement. Therefore, the School of Nursing should continue to use night shift as a clinical placement strategy, provided interventions are put in place to strengthen it and to make the learning environment more conducive.

scholarly journals What Helps, What Hinders? Undergraduate Nursing Students’ Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature

2021 ◽  
Vol 7 ◽  
pp. 237796082110358
Author(s):  
Robyn Cant ◽  
Colleen Ryan ◽  
Lynda Hughes ◽  
Elise Luders ◽  
Simon Cooper
Keyword(s):  
Nursing Students ◽  
Conceptual Model ◽  
Qualitative Studies ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Thematic Synthesis ◽  
Undergraduate Nursing ◽  
Positive Elements

Introduction Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric.

Perceptions of Nursing Student Clinical Placement Experiences

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Debra Leners ◽  
Kathleen Sitzman ◽  
Karen L. Hessler
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
United States Of America ◽  
Nursing Student ◽  
The United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Schools Of Nursing ◽  
Definition Of ◽  
Strategies For Change

There is an unprecedented shortage of registered nurses (RNs) in the United States of America. Efforts to educate more RNs have been limited by a shortage of both clinical placements and preceptors for nursing students. The purpose of this study was to examine nursing education issues associated with student clinical placement as experienced by hospital personnel who coordinate the placements with various schools of nursing. A qualitative study involving 15 state-wide participants directly associated with clinical placement of nursing students was conducted. Emergent themes from the data included lack of consistent terminology and definition of student and preceptor roles, preference of clinical scholars, process of site placements, rewards for supervision of students, dis-satisfiers to the supervision of students and suggested strategies for change. Recommendations which developed from the research are summarized and discussed.

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