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.

The Awareness and Empowerment Aspects of the Needlesticks and Other Sharps Injuries and Reporting in Nursing Education: A Cross-Sectional Survey

2022 ◽  
pp. 216507992110498
Author(s):  
Özgür Bilek ◽  
Sibel Kiran ◽  
Sergül Duygulu ◽  
Ali N. Yıldız
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Average Duration ◽  
Night Shift ◽  
Self Report ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Sharps Injuries ◽  
Academic Year

Background Occurrence and underreporting of needlesticks and other sharps injuries (NSIs) are still immediate concerns among nursing students. This study examined the relationship between occupational health and safety (OHS) awareness and empowerment levels of nursing students and the occurrence and reporting of NSIs. Methods This cross-sectional study was conducted among purposively selected 840 students in a nursing school in 2018–2019. A self-report questionnaire was used to collect data about students’ sociodemographic characteristics, OHS awareness and empowerment levels, and NSIs characteristics. After bivariate analyses, multivariate logistic regression was used. Results The number of evaluated questionnaires was 469, for a response rate of 55.8%. Participants, 21.2% ( n = 99), had suffered NSIs, and 47.8% had reported their injuries. The NSIs were statistically related to age, academic year, working night shift, OHS awareness level of students, and the number of clinical placements completed by students. The odds of experiencing NSIs was 2.3 (95% confidence interval [CI] = [1.0, 5.3]) times higher in male students, 4.3 (95% CI = [2.4, 7.4]) times higher in those beyond the second academic year, and 2.5 (95% CI = [1.4, 4.4]) times higher in those who had received OHS training for a shorter period than the average duration. Conclusion/Application to practice The levels of awareness and empowerment were higher in students who received OHS and NSIs prevention training and those who received OHS training for the above-average duration. Increasing awareness and empowerment levels of nursing students through training can reduce the occurrence and the underreporting of NSIs.

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.

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 The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

2021 ◽  
Vol 7 ◽  
pp. 237796082110523
Author(s):  
Siri Vestby Bøe ◽  
Jonas Debesay
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Qualitative Case Study ◽  
Collective Responsibility ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Student Community ◽  
Good Learning

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

Nursing Graduates' Perceptions of Their Undergraduate Clinical Placement

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Shelley L Cobbett ◽  
Mardi A Amirault ◽  
Martha E Muise-Davis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Semantic Analysis ◽  
Nursing Graduates ◽  
Clinical Experiences ◽  
Graduate Nurses ◽  
Clinical Placements ◽  
Newly Graduated Nurses ◽  
Nurses Perceptions ◽  
Supportive Learning Environment

Student clinical practice is a significant and essential part of nursing education. Accordingly, clinical placements need to be positive and valuable. The purpose of this study was to describe newly-graduated nurses' perceptions of their student clinical intersession placements and how these placements impacted their functioning as graduate nurses. Inductive semantic analysis of the data revealed four themes: developing nursing skills and knowledge; preparing for future employment; experiencing supportive relationships; and experiencing realities of work-life. Educators must ensure that clinical placements are in an environment that is conducive to learning and promotes the personal and professional development of nursing students. Positive clinical experiences are more likely related to how valued and supported students feel than the physical aspects of a placement; thus, it is imperative educators assess and focus on providing placements that offer a supportive learning environment.

scholarly journals Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Ntombizodwa S. Linda ◽  
Hester C. Klopper ◽  
Deliwe R. Phetlhu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Spiritual Care ◽  
Education Institution ◽  
Western Cape ◽  
Study Objective ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

scholarly journals A Discussion of Professional Identity Development in Nursing Students

2018 ◽  
Vol 6 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Cathy Maginnis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Identity Development ◽  
Professional Identity ◽  
Role Models ◽  
Simple Explanation ◽  
Tertiary Sector ◽  
Clinical Placements ◽  
The Future ◽  
Professional Socialisation

Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI). A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

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.

Undertaking the Role of Patient Advocate: a longitudinal study of nursing students

2003 ◽  
Vol 10 (5) ◽  
pp. 462-471 ◽  
Author(s):  
Insaf Altun ◽  
Nermin Ersoy
Keyword(s):  
Nursing Education ◽  
Longitudinal Study ◽  
Nursing Students ◽  
Student Nurses ◽  
Codes Of Ethics ◽  
School Of Nursing ◽  
Patient Advocate ◽  
Patient Advocates ◽  
Right To Refuse Treatment ◽  
The Right

Patient advocacy has been claimed as a new role for professional nurses and many codes of ethics for nurses state that they act as patient advocates. Nursing education is faced with the challenge of preparing nurses for this role. In this article we describe the results of a study that considered the tendencies of a cohort of nursing students at the Kocaeli University School of Nursing to act as advocates and to respect patients’ rights, and how their capacities to do so changed (or not) as a result of their nursing education. This longitudinal study used a questionnaire consisting of 10 statements relating to patient care. It was performed both at the start (1998) and at the end (2002) of the nursing training. At the beginning of their course 77 students participated; in the study. After four years, only 55 students participated, the reason for this drop in number being unknown. The questions asked nurses if patients should have: the right to receive health care; the right to participate in the decision-making process about their treatment; the right always to be told the truth; and the right to have access to their own medical records. They were also asked: if quality of life should be a criterion for discontinuing treatment; if patients have the right to die and the right to refuse treatment; if patients should be assisted to die or helped to undergo active euthanasia; and if severely disabled newborn babies should be allowed to die. The student nurses demonstrated considerable insight into contemporary nursing issues and were ready to act as patient advocates. Professional responsibility demands that good nurses advocate strongly for patients’ choices.

scholarly journals Art in debrief: a small-scale three-step narrative inquiry into the use of art to facilitate emotional debriefing for undergraduate nurses

2019 ◽  
Vol 24 (3-4) ◽  
pp. 197-209
Author(s):  
Carol Kinsella Frost
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Narrative Inquiry ◽  
Clinical Placement ◽  
Small Scale ◽  
Research Participants ◽  
Undergraduate Nursing ◽  
Art Intervention ◽  
Insight Into

Background The context of the research was in a setting where undergraduate nursing students spend 50% of their programme in clinical practice and 50% in a higher education institute. Research participants were undertaking the adult branch of nursing education. Aims • To explore emotional debriefing in relation to nursing practice. • To highlight the emotional concerns of the research participants regarding clinical placement. • To gain an insight into the use of art/creativity in emotional debriefing. Methods Narrative inquiry was used to gain an insight into, and a deeper understanding of, how undergraduate nurses feel about their clinical placement experiences. The research was carried out in three stages: the art intervention, a diary account of the art intervention, and a follow-up face-to-face discussion between each participant and the researcher. Results The findings suggest the intervention helped the participants to articulate and process their emotions. All participants acknowledged the importance of the three-step approach, with follow-up to the art intervention. Conclusions This research project has highlighted the potential value of a creative approach to emotional debriefing. A wider inclusion of the arts could be explored. Facilitation of emotional debriefing may help build resilience in undergraduate nurses. There is growing recognition for the need to foster resilience in undergraduate nursing student programmes.

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