scholarly journals Nursing students’ and preceptors’ experiences with a structure for feedback and reflection in supervision and learning in clinical practice ‒ a pilot study with a qualitative exploratory and descriptive design.

2020 ◽  
Author(s):  
Hilde Syvertsen Plathe ◽  
Elisabeth Solheim ◽  
Hilde Eide
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Skills ◽  
Community Health Service ◽  
First Year ◽  
Clinical Tool ◽  
Personal Learning ◽  
Descriptive Research

Abstract Background: There is a need to improve students’ learning in clinical practice. Undergraduate students may need help transferring knowledge from reflection and feedback in simulation to clinical practice in community health service. Students and preceptors may need to improve feedback and reflection in supervising. Method. The study was a pilot with a qualitative exploratory descriptive research design. It’s aim was to explore students’ and preceptors’ experiences with a structured tool for reflection and feedback during supervision of clinical skills in practice. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performances, audiotaped debriefings, and open-ended questionnaires. Data were analysed by content analysis. Result: The data revealed that participants experienced four categories: “open and honest in debriefing,” “reflections on personal learning,” “reflection on the situation,” and “feedback.” Participants’ experiences supported structure in feedback and reflection. Participants’ experiences of common meaning of concepts supported structure in feedback and reflection. Conclusions : The students and preceptors experienced the clinical tool as an effective supplement to the supervision and learning of clinical skills.

scholarly journals Nursing Students’ and Preceptors’ Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Hilde Plathe ◽  
Elisabeth Solheim ◽  
Hilde Eide
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Qualitative Content Analysis ◽  
Healthcare Services ◽  
Community Health Services ◽  
Personal Learning

Background. There is a need to improve students’ learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students’ and preceptors’ experiences with feedback and reflection during the supervision of clinical skills in real practice. Method. This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants’ experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students’ reflections on their own personal learning,” “students’ reflections on various care situations,” and “students’ and preceptors’ assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions. The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students’ awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

scholarly journals Stress and ways of coping among first year nursing students: A Turkish perspective

2018 ◽  
Vol 15 (1) ◽  
pp. 319 ◽  
Author(s):  
Hicran Bektaş ◽  
Nurten Terkes ◽  
Zeynep Özer
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Degree ◽  
First Year ◽  
Degree Programs ◽  
Clinical Experiences ◽  
Clinical Practices ◽  
Ways Of Coping ◽  
Ways Of Coping Questionnaire ◽  
Collection Form

Aim: The aim of this descriptive study was to assess stress and ways of coping among first year nursing students.Methods: The sample consisted of 90 nursing students from baccalaureate degree programs at a university in Turkey. The research tool consisted of demographic questions, the Pagana Clinical StressQuestionnaire  (CSQ) and the Ways of Coping Questionnaire (WCQ). The data collection form was performed at the end of the first clinical practice day and the re-test was performed at the end of the last clinical practice day.Results:  The average age of the population was 19.72±1.32, 78.9% of the students were female. In the research, average point of the students’ CSQ and WCQ were calculated as 50.50±9.36 and 71.06±13.64 before the clinical practice, 52.07±9.87 and 77.63±17.03  after the clinical practice respectivelyand it was found that nursing students had significantly higher stress in their clinical practices.Conclusions: Nursing students experience varying degrees of stress across clinical practices and they consistently report that their clinical experiences are stressful.

scholarly journals A pilot study on implementation of an e-learning course for clinical education in oral medicine

2015 ◽  
pp. 507-517
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Clinical Education ◽  
Oral Medicine ◽  
Knowledge Test ◽  
Knowledge And Attitudes ◽  
Anonymous Questionnaire ◽  
Valuable Adjunct ◽  
E Learning

This study presents the process of implementing an e-learning course for clinical education in oral medicine and examines its impact on students’ knowledge and satisfaction. Thirty six (39.6%) fifth-year undergraduate students participated in the study. Every week before their clinical practice, students studied relevant e-learning materials and completed an assessment test. At the end of the semester, students’ knowledge and attitudes towards e-learning were assessed by the knowledge test and anonymous questionnaire. Students who had access to the e-learning course had significantly better knowledge than students who did not have access to the e-learning course. Exposure to the e-learning course contributed to a better understanding of oral medicine curriculum, increased confidence with oral medicine patients and easier participation in oral medicine clinical practice. This study provided evidence that the e-learning can be implemented as a valuable adjunct to clinical education in oral medicine.

scholarly journals Reflections of First Year Nursing Students: The Tango Tower Experience

2020 ◽  
Vol 3 ◽  
pp. 129-133
Author(s):  
Emily Donato ◽  
Jean Benoit
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Team Building ◽  
First Year ◽  
Self Awareness ◽  
First Semester ◽  
Challenge Course ◽  
Personal Learning ◽  
Course Experience ◽  
Building Activities

First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.  

scholarly journals Code Simulations and Death: Processing of Emotional Distress

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Jane D Leavy ◽  
Calvin J. Vanderhoff ◽  
Patricia K Ravert
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Patient Care ◽  
Coping Strategies ◽  
Emotional Distress ◽  
Clinical Setting ◽  
Clinical Skills ◽  
High Stress ◽  
Patient Death ◽  
Safe Environment

It is important for nursing students to be exposed to critical patient care scenarios because high stress clinical situations, such as patient codes, occur unexpectedly and infrequently in the clinical setting. In addition, it is important for nursing students to be exposed to the reality of patient death in order to help them overcome fears associated with death and to develop effective coping strategies. Students may or may not have an opportunity to deal with patient codes or patient death in the clinical setting, therefore simulation labs provide students with the opportunity to practice important clinical skills and discuss emotions in a safe environment. Although there is some research on the benefits of incorporating end-of-life patient care scenarios in simulation labs, there is no research that analyzes students’ perceptions of the benefits of participating in simulated code scenarios and their emotions following patient simulated death. A pilot study was conducted to assess students’ views on the benefits of participating in simulated code scenarios in which a patient dies and the effectiveness of the debriefing session in processing emotions related to the lab experience.

Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

2016 ◽  
Vol 39 (3) ◽  
pp. 388-399 ◽  
Author(s):  
Xuemei Zhu ◽  
Li Yang ◽  
Ping Lin ◽  
Guizhi Lu ◽  
Ningning Xiao ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Clinical Competencies ◽  
Graduation Examination ◽  
The Difference ◽  
Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

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