scholarly journals A Qualitative Analysis on the Clinical Experiences of Undergraduate Nursing Students in Kenya

2020 ◽  
Vol 3 (11) ◽  
pp. 293-298
Author(s):  
  Wachira Serah ◽  
Karani Anna ◽  
Kimani Samuel ◽  
Mageto Irene
Keyword(s):  
Nursing Students ◽  
Qualitative Analysis ◽  
Clinical Experiences ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Senior Undergraduate Nursing Students’ Perceptions of Disaster Preparedness: A Descriptive Study

2016 ◽  
Vol 10 (4) ◽  
pp. 557-561
Author(s):  
Nurhan Bayraktar ◽  
Meral Yıldırım
Keyword(s):  
Nursing Students ◽  
Disaster Preparedness ◽  
Descriptive Study ◽  
Nursing School ◽  
Descriptive Statistics ◽  
Clinical Experiences ◽  
School Students ◽  
Undergraduate Nursing Students ◽  
Senior Class ◽  
Undergraduate Nursing

AbstractObjectiveThis descriptive study aimed to determine the disaster preparedness of a senior class of undergraduate nursing students.MethodsThe study sample was composed of 73 undergraduate nursing school students from Ankara, Turkey. Data were collected by using a questionnaire developed by the researchers and were evaluated with descriptive statistics.ResultsMore than half (56.1%) of the students stated that the disaster competencies of nurses should include leadership, manager, and coordinator skills; 42.4% of them indicated the competencies of decision-maker, critical thinking, autonomy, and planning skills. Regarding education, 56.4% of the students considered their education on disaster nursing as “efficient”; however, 35.9% of them considered their education as “partly efficient” or “inefficient.”ConclusionsMany correct concepts related to the definition, features, competencies, and roles of disaster nurses were stated by students. However, low percentages and insufficient statements showed low preparedness for disasters. Curriculum development or redesign is necessary to include content and clinical experiences related to disasters. (Disaster Med Public Health Preparedness. 2016;10:557–561)

Dedicated Education Units: A Unique Evaluation

2019 ◽  
Vol 12 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Stacy Fusner ◽  
Bernadette Mazurek Melnyk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Experiences ◽  
Practice Change ◽  
Staff Nurse ◽  
Clinical Experiences ◽  
Educational Training ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Medical Institutions

BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.

scholarly journals High-Fidelity Simulation and Clinical Judgment of Nursing Students in a Maternal–Newborn Course

2020 ◽  
Vol 42 (10) ◽  
pp. 829-837
Author(s):  
Carol A. Reid ◽  
Jody L. Ralph ◽  
Maher El-Masri ◽  
Katrice Ziefle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Nursing Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Experiences ◽  
Limited Evidence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical judgment, one’s ability to think like a nurse, is an essential skill for safe nursing practice. With the rise of simulation to replace clinical experiences, there is limited evidence regarding the effectiveness of simulation on the development of clinical judgment. This study explored differences in clinical judgment in maternal–newborn courses between undergraduate nursing students participating exclusively in simulation and those participating in hospital-based clinical experiences. Following completion of the clinical rotation, students participated in an evaluative maternal–newborn high-fidelity simulation experience that was recorded and evaluated using the Lasater’s Clinical Judgment Rubric (2007). Lasater’s Clinical Judgment Rubric scores between the simulation and clinical practice groups were compared using an independent sample t-test. There was no statistical difference in clinical judgment scores between the simulation and hospital-based clinical groups ( t = −1.056, P = .295). Our findings suggest that simulation may be a comparable alternative to clinical experience in nursing education.

scholarly journals To prompt or not to prompt: A descriptive study of journaling practices used by nursing students during study abroad trips

2019 ◽  
Vol 9 (8) ◽  
pp. 46
Author(s):  
Paulette A. Chaponniere ◽  
Laura E. Hall
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Descriptive Study ◽  
Clinical Experiences ◽  
Reflective Journaling ◽  
Cultural Encounters ◽  
Undergraduate Nursing Students ◽  
Pedagogical Tool ◽  
Undergraduate Nursing ◽  
Education Tool

Background: Reflective journaling has been widely used as an education tool. Minimal research has occurred to determine whether prompted or open format journaling nurtures cultural competence.Methods: The efficacy of journal prompts as a pedagogical tool was assessed in this descriptive study. Undergraduate nursing students (N = 49) reflected on their clinical experiences during 2-week trips to Ghana over 4 years (2013-2016). The 1st, 2nd and 4th trip, students were assigned open reflective journaling. The 3rd trip, students were given prompted questions to answer. Entries were coded using Atlas.ti 7.Results: The prompted format produced shorter entries with less rich and reflective substance. Some entries only allowed for two codes. Unprompted entries provided up to 28 codes.Conclusions: During cross-cultural encounters, unprompted journaling may produce the richest results. When prompts are used, the format needs to be carefully selected to facilitate transformative learning.

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