scholarly journals The role of instructors´ Communication Skills on Clinical Education of Nursing Students: qualitative study

2019 ◽  
Vol 11 (3) ◽  
pp. 1-11
Author(s):  
E Aliafsari-Mamaghani ◽  
◽  
A rahmani ◽  
H hassankhani ◽  
V zamanzadeh ◽  
...  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Communication Skills ◽  
Clinical Education

scholarly journals To Volunteer or Not? Perspectives towards Pre-Registered Nursing Students Volunteering Frontline during COVID-19 Pandemic to Ease Healthcare Workforce: A Qualitative Study

2021 ◽  
Vol 18 (12) ◽  
pp. 6668
Author(s):  
Betsy Seah ◽  
Ben Ho ◽  
Sok Ying Liaw ◽  
Emily Neo Kim Ang ◽  
Siew Tiang Lau
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Professional Identity ◽  
Healthcare Workers ◽  
Healthcare Services ◽  
Strategic Partnerships ◽  
Healthcare Workforce ◽  
Student Volunteer ◽  
Operational Processes

COVID-19 has caused a shortage of healthcare workers and has strained healthcare systems globally. Pre-registered healthcare students with training have a duty of care and can support the healthcare workforce. This study explored factors influencing the willingness of final-year nursing students to volunteer during the COVID-19 pandemic, the role of professional identity in volunteering as healthcare workers, and strategies to improve future volunteering uptakes and processes. A qualitative study using focus-group discussions was conducted. Final-year nursing students who volunteered, students who did not volunteer, and lecturers who supervised student volunteers were recruited. Interviews were conducted online, video-recorded, and transcribed verbatim. A thematic analysis was used. The themes were “wavering thoughts on volunteering”, “bringing out ‘the nurse’ in students through volunteering” and “gearing up to volunteer”. Findings suggested the need to look beyond the simplicity of altruism to the role of professional identity, operational, and motivational factors to explain nursing students’ decision to volunteer and their volunteer behavior. Providing accommodation, monetary and academic-related incentives, supporting the transitionary phase from students to “professional volunteers”, promoting cohesive and positive staff–student volunteer relationships, and establishing a volunteer management team are strategies identified to improve volunteering uptake and operational processes. Our findings advocate strategic partnerships between hospitals/communities and academic institutions in providing various healthcare services during pandemics.

scholarly journals Nursing Students' Experiences of Clinical Education: A Qualitative Study

2018 ◽  
Vol 36 (3) ◽  
pp. e04-e04 ◽  
Author(s):  
Leila Bazrafkan ◽  
◽  
Majid Najafi Kalyani ◽  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Clinical Education

scholarly journals Meta Competency: Prerequisites of Msc Psychiatric Nursing Students Promoting. A Qualitative Study

2021 ◽  
Author(s):  
Effat sheikhbahaeddinzadeh ◽  
Tahereh ashktorab ◽  
Abbas Ebadi
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Study ◽  
Clinical Education ◽  
Psychiatric Nursing ◽  
Psychiatric Nurses ◽  
Dynamic Learning ◽  
Factors Affecting ◽  
Four Dimensions ◽  
Clinical Reasoning Skills

Abstract Background: Due to getting optimal psychiatric nursing care, competent psychiatric nurses is required. One approach for MSc psychiatric nursing students` optimal clinical competency is clinical education. Identifying the factors affecting on achieving maximum scientific and technical abilities, education would be more effective. This study aims to explore the meta competency required in MSc students in psychiatric nursing.Methods: This is a qualitative study with content analysis approach conducted on 21 participants in Iran. Sampling were done based on purposive sampling. Data were collected using individual semi structured and in-depth interviews. Collected data were analyzed using the conventional content analysis. The rigor of qualitative data were assessed using the 4 criteria proposed by Guba and Lincoln. Results: Four dimensions were revealed: (1)Thinking and clinical reasoning skills, (2)Dynamic learning, (3)Research and evidence based practice, (4)Human and organizational management. Each category had several distinct sub-categories.Conclusions: The results of this study showed that meta-competency for psychiatric nursing MSc students is multidimensional concept. The findings of the study can be used for educating MSc students in psychiatric nursing and evaluating meta competency. More studies on meta competency required psychiatric nursing students and designing an objective tool for assessing them meta competency in Iran are proposed.

scholarly journals Nursing Challenges in Motivating Nursing Students through Clinical Education: A Grounded Theory Study

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Hanifi Nasrin ◽  
Parvizy Soroor ◽  
Joolaee Soodabeh
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Clinical Education ◽  
Role Models ◽  
Clinical Settings ◽  
Theory Approach ◽  
Education Students ◽  
Grounded Theory Approach ◽  
Core Variable

Nurses are the first role models for students in clinical settings. They can have a significant role on students’ motivation. The purpose of this study was to explore the understanding of nursing students and instructors concerning the role of nurses in motivating nursing students through clinical education. The sampling was first started purposefully and continued with theoretical sampling. The study collected qualitative data through semistructured and interactive interviews with 16 nursing students and 4 nursing instructors. All interviews were recorded, transcribed, and analyzed using grounded theory approach. One important pattern emerged in this study was the “concerns of becoming a nurse,” which itself consisted of three categories: “nurses clinical competency,” “nurses as full-scale mirror of the future,” and “Monitoring and modeling through clinical education” (as the core variable). The findings showed that the nurses’ manners of performance as well as the profession’s prospect have a fundamental role in the process of formation of motivation through clinical education. Students find an insight into the nursing profession by substituting themselves in the place of a nurse, and as result, are or are not motivated towards the clinical education.

Nursing students' expectations regarding effective clinical education: A qualitative study

2013 ◽  
Vol 20 (5) ◽  
pp. 460-467 ◽  
Author(s):  
Maryam Esmaeili ◽  
Mohammad Ali Cheraghi ◽  
Mahvash Salsali ◽  
Shahrzad Ghiyasvandian
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Clinical Education

Undergraduate Nursing Student Mental Health Clinical Experiences in Saudi Arabia: Findings From a Qualitative Study

2021 ◽  
pp. 107839032110001
Author(s):  
Sami Abdulrahman Alhamidi ◽  
Seham Mansour Alyousef
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Saudi Arabia ◽  
Nursing Students ◽  
Qualitative Study ◽  
Communication Skills ◽  
Nursing Student ◽  
Therapeutic Communication ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

BACKGROUND: Clinical experience is an important way of resolving preregistration challenges. Negative feelings toward pursuing a career in mental health nursing may be modified by well-structured practicums. AIM: To explore nursing student perspectives of clinical practicums in mental health in Saudi Arabia for the purpose of enhancement of nurse education in mental health care. METHOD: This qualitative study used thematic analysis from semistructured focus group interviews of 20 female undergraduate nursing students. Inductive outcomes and emergent conceptual data were reviewed by investigators, doctoral prepared faculty peers, and members of the sample. NVivo 10.1 software was used to suggest conceptual groupings into themes based on inductive codes. RESULTS: The core theme—enhancement of mental health care skills—comprised four emerging subthemes, including the application of theory for clinical improvement, positive feelings, and motivation toward removal of discrimination and stigmatization, experience with apprehension, anxiety, fear, and stress, and therapeutic communication skills. DISCUSSION: Clinical placement in mental health-related practice may assist undergraduate nursing students in addressing anxiety and stress related to contacting patients, confronting stigmatizing and negative emotions, applying theoretical knowledge to clinical practice, having therapeutic communication skills, and enhancing overall professional experiences of nursing students. It is hoped that undergraduate clinical mental health placement will contribute valuable skills and viewpoints to nursing students who aim to enter professional practice in all areas and especially mental health.

scholarly journals Emerging Role of Clinical Preceptors (CPs) at a Private University, Karachi, Pakistan

2017 ◽  
Vol 5 (8) ◽  
pp. 46
Author(s):  
Jacqueline Maria Dias ◽  
Erum Lalwani ◽  
Amina Aijaz Khowaja ◽  
Yasmin Murad Mithani
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Low Income ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Health Care Team ◽  
Low Income Country ◽  
Undergraduate Nursing

Clinical preceptors (CPs) play an integral role to prepare skilled, competent and caring student nurses to perform their future roles as members of the health care team. The aim of this study was to explore processes and effectiveness of the new role of clinical preceptors (CPs) in a low income country. A case study using Tellis (1997) approach was used. Data was collected from different viewpoints including, nursing administration, nursing services, co-faculty and students. The findings of the study will contribute to an in-depth understanding about the emerging role of CPs and operationalization of this role within the undergraduate nursing programme in Pakistan. The study findings endorse that CPs support clinical education of the nursing students’ provided there is mentorship and a program for teaching and learning. Through this case study the authors demonstrated the complexities and challenges of introducing a new role. Additionally, factors like institutional support, resources and mentorship are vital elements to support the new emerging role of CPs. It is envisioned that this new role can be replicated in other health care disciplines locally and regionally.

scholarly journals Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

2021 ◽  
Author(s):  
Shourangiz Beiranvand ◽  
Sima Mohammad Khan Kermanshahi ◽  
Robabeh Memarian
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Medical Science ◽  
Role Modeling ◽  
Clinical Nursing ◽  
Part Time ◽  
Additional Support ◽  
Clinical Nursing Instructors

Abstract Background: Clinical education competencies are a core requirement for clinical nurse instructors, contributing toward better the learning outcomes of students in the clinical settings. Awareness of nursing instructor's perception is essential for designing nursing professional development programs. This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education. Methods: A qualitative design, based on the content analysis approach was used. Eighteen clinical nursing instructors and five nursing students from Lorestan University of Medical Science(LUMS), were selected via a purposeful sampling method. Data were collected using a semi structured in-depth interview method, from October 2018 to February 2019. The interviews were recorded, transcribed verbatim, and analyzed with using Graneheim and Lundman methods. Results: Analysis of nursing instructors' perceptions of clinical education competencies identified four main categories and eight sub-categories. The main categories included; (I) tasks oriented education; (II) guiding and supporting nursing students; (III) organizing communication skills and (IV) professional-ethical role modeling Conclusions Although academic clinical faculties and part time clinical nursing instructors reported a high level of knowledge and confidence in their ability to establish communication skills, role modeling and nursing students’ supervision, Part time clinical nursing instructors, also identified the need for additional support for their clinical teaching roles. They were not prepared enough for clinical teaching roles; their perception of clinical educational skills was tasks oriented education. The development, implementation, and evaluation of curriculum based on clinical competency with structured mentoring processes for part time clinical nursing instructors are recommended, in order to meet the knowledge gap that has been created.

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