Perceptions of Baccalaureate Graduates on their Clinical Nursing Education and its Effectiveness in their Service Delivery

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Rafiat Anokwuru ◽  
Felicity M. Daniels
Keyword(s):  
Nursing Education ◽  
Service Delivery ◽  
Clinical Education ◽  
Baccalaureate Nursing ◽  
Clinical Skills ◽  
Nursing Curriculum ◽  
Clinical Nursing ◽  
Skilled Professional ◽  
Baccalaureate Graduates ◽  
Contextual Study

Good clinical education underscores good nursing practice and is the avenue through which students develop clinical skills. Baccalaureate graduates have been perceived as less skilled professional nurses when compared with graduates from the diploma-based nursing programme. However, this assumption is based on a perceived deficiency of clinical education in the baccalaureate programme. The purpose of this study was to explore the perceptions of baccalaureate graduates on their clinical education and the effectiveness of clinical education in their service delivery. This was a qualitative, exploratory, descriptive, contextual study. Twenty-nine graduates from four different universities, who had worked for a minimum of two years post-graduation, were interviewed for a period of 45–90 minutes each. The graduates of the baccalaureate nursing programme indicated that their clinical education was adequate, despite limited time allocated for clinical education and challenges at the clinical placement site. From the study, the researchers recommended that the nursing curriculum be evaluated to balance the time allocated for the theoretical and clinical components of the programme, and to ensure that in future there is better theory-praxis articulation.

scholarly journals Supporting Visual Literacy in Nursing

2021 ◽  
pp. 20-29
Author(s):  
Jacqueline Fleming ◽  
Amy Minix
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Visual Literacy ◽  
Clinical Skills ◽  
Nursing Curriculum ◽  
University Campus ◽  
Spring Semester ◽  
Research Libraries ◽  
Nursing Clinical

COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.

scholarly journals Nationwide use, challenges, facilitators, and impact of preceptors in prelicensure clinical nursing education

2020 ◽  
Vol 10 (6) ◽  
pp. 36
Author(s):  
Nancy L. Novotny ◽  
Debbie Stark
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Pass Rates ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Program Administrators ◽  
Clinical Nursing ◽  
Program Type ◽  
Perceived Impact ◽  
Clinical Nursing Education

Background and objective: Preceptor-facilitated clinical nursing education prevalence information is dated. Information is most often limited to regional baccalaureate programs and provides sparse evidence of its education-related outcomes. The purpose of this study is to describe the nationwide use, structures, facilitators, and challenges of using preceptors in prelicensure clinical education; compare its use by program characteristics; and explore its impact on education-related outcomes.Methods: In this cross-sectional comparative study, prelicensure programs in randomly selected jurisdictions in all four regions of the US were identified and official pass rates obtained.  Program administrators completed an online questionnaire about preceptor use, incentives used, challenges, facilitators, and perceived impact on program capacity.Results: Preceptors were used in 73% of the 366 responding programs. Prevalence rates ranged from 25% to 87% by program type and from 64% to 86% by region. Programs’ NCLEX-RN® pass rates and perceived impact on program capacity did not differ by use of preceptors. Most respondents indicated there was no impact although one-fifth perceived moderate to high impact. The top five challenges and facilitators to preceptor use were identified. Programs used a variety of preceptor incentives, ranging from 62% using informal recognition to 7% providing some type of financial compensation.Conclusions: Most programs use preceptors with differences by program type and region. Designating resources to enhance preceptor orientation and preceptor-student-faculty communications may be useful, as well as identifying the challenges and facilitators. While a variety of preceptor incentives are available, few offer direct monetary compensation. Regional preceptor incentive data provide useful benchmarks. With high rates of use in some sectors and yet no demonstrable influence on pass rates, closer scrutiny of the quality of preceptor-facilitated educational experiences and associated outcomes are warranted.

scholarly journals Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

2017 ◽  
Vol 7 (10) ◽  
pp. 109 ◽  
Author(s):  
Mary Asirifi ◽  
Linda Ogilvie ◽  
Sylvia Barton ◽  
Patience Aniteye ◽  
Kent Stobart ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Educational Institution ◽  
Teaching Model ◽  
Clinical Nursing ◽  
External Stakeholders ◽  
Clinical Nursing Education ◽  
Learning Issues

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

scholarly journals Preceptorship versus Clinical Teaching Partnership: Literature Review and Recommendations for Implementation in Ghana

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Confidence Alorse Atakro ◽  
Janet Gross
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Clinical Learning Environment ◽  
Clinical Nursing ◽  
Training Institutions ◽  
Clinical Nursing Education ◽  
Education In Ghana

Clinical education is an essential component of the education of nursing students. However clinical nursing education in Ghana is currently facing challenges of poor working relations between hospitals and health training institutions, inadequate preceptor preparations, and inadequate faculty supervisions. Although the dominant clinical education model used in Ghana is the preceptorship model, health service and education industries are faced with challenges of lack of qualified staff, inadequately prepared preceptors, and inadequate supervision from faculty. These challenges undermine the effectiveness of the clinical learning environment and the use of the preceptorship model. The purpose of this paper was to review preceptorship and clinical teaching partnership (CTP) and make recommendations for improving clinical nursing education in Ghana. A literature review was undertaken through a search of databases that included Google Scholar, EBSCOhost, CINAHL, and HINARI. A literature review identified advantages for using clinical teaching partnership (CTP) in clinical nursing education in Ghana. Recommendations were made for the use of CTP in Ghana.

scholarly journals The effect of Peer instructor teaching and clinical supervision on the status and stressors of clinical nursing education

2020 ◽  
Author(s):  
Kh Nasiriani ◽  
M Zare Reshkouieh ◽  
SM Arman ◽  
S Mirzaei
Keyword(s):  
Nursing Education ◽  
Clinical Supervision ◽  
Clinical Education ◽  
Science Curriculum ◽  
Medical Science ◽  
Self Report ◽  
Clinical Nursing ◽  
The Status ◽  
Clinical Nursing Education ◽  
Instructor Performance

Introduction: Peer instructor teaching is an educational model in which senior students teach to their classmates or junior students. Clinical supervision is a formal, systematic, and continuous that the inexperienced person reviews and improves their performance by receiving advice from a supervisor or expert. Clinical education is a vital component of the medical science curriculum and the quality and control of its stressors are important. The purpose of this study was to combine peer instructor training model with clinical supervision on the status and stressors of clinical nursing education. Methods: This is a quasi-experimental study in which a combined Peer instructor teaching and clinical supervision program was implemented. The research samples were 60 nursing students of Yazd nursing and Midwifery College who were studying in third and sixth semesters. They were selected by purposive sampling method. Data gathering tools included a four-part questionnaire including demographic characteristics, a questionnaire for assessing instructor performance in clinical education, a standard questionnaire for clinical stressors, a course satisfaction questionnaire and a clinical supervisor completed by self-report. Data analysis was done using SPSS 16 software. Result: on the finding the mean score of peer instructor evaluation was 56.42 ± 9.38 and mean score of clinical stressors was 38.72 ± 5.6. Peer instructor in most cases agreed with the peer instructor program and clinical supervision program. Conclusion: From the learners' point of view, peer instructor performance is at a good level, as well as clinical stressors at the boundary level between moderate and weak, although both results are satisfactory but there is a need for more careful planning and more training by peer educators and more accurate clinical supervision.

How Different Can You Be and Still Survive? Homogeneity and Difference in Clinical Nursing Education

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Barbara L Paterson ◽  
Margaret Osborne ◽  
David Gregory
Keyword(s):  
Nursing Education ◽  
Cultural Diversity ◽  
Clinical Education ◽  
Cultural Sensitivity ◽  
Nursing Student ◽  
Nurse Educators ◽  
Clinical Teachers ◽  
Clinical Nursing ◽  
Schools Of Nursing ◽  
Teachers And Students

The article focuses on a component of a three-year institutional ethnography regarding the construction of cultural diversity in clinical education. Students in two Canadian schools of nursing described being a nursing student as bounded by unwritten and largely invisible expectations of homogeneity in the context of a predominant discourse of equality and cultural sensitivity. At the same time, they witnessed many incidents, both personally and those directed toward other individuals of the same culture, of clinical teachers problematizing difference and centering on difference as less than the expected norm. This complex and often contradictory experience of difference and homogeneity contributed to their construction of cultural diversity as a problem. The authors provide examples of how the perception of being different affected some students’ learning in the clinical setting and their interactions with clinical teachers. They will illustrate that this occurred in the context of macro influences that shaped how both teachers and students experienced and perceived cultural diversity. The article concludes with a challenge to nurse educators to deconstruct their beliefs and assumptions about inclusivity in nursing education.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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