Exploring Student Nurses’ Learning Experience in the Clinical Setting: A Literature Review

UNSTRUCTURED Objective: The potential benefits of artificial intelligence based decision support system (AI-DSS) from a theoretical perspective are well documented and perceived by researchers but there is a lack of evidence showing its influence on routine clinical practice and how its perceived by care providers. Since the effectiveness of AI systems depends on data quality, implementation, and interpretation. The purpose of this literature review is to analyze the effectiveness of AI-DSS in clinical setting and understand its influence on clinician’s decision making outcome. Materials and Methods: This review protocol follows the Preferred Reporting Items for Systematic Reviews and Meta- Analyses reporting guidelines. Literature will be identified using a multi-database search strategy developed in consultation with a librarian. The proposed screening process consists of a title and abstract scan, followed by a full-text review by two reviewers to determine the eligibility of articles. Studies outlining application of AI based decision support system in a clinical setting and its impact on clinician’s decision making, will be included. A tabular synthesis of the general study details will be provided, as well as a narrative synthesis of the extracted data, organised into themes. Studies solely reporting AI accuracy an but not implemented in a clinical setting to measure its influence on clinical decision making were excluded from further review. Results: We identified 8 eligible studies that implemented AI-DSS in a clinical setting to facilitate decisions concerning prostate cancer, post traumatic stress disorder, cardiac ailment, back pain, and others. Five (62.50%) out of 8 studies reported positive outcome of AI-DSS. Conclusion: The systematic review indicated that AI-enabled decision support systems, when implemented in a clinical setting and used by clinicians might not ensure enhanced decision making. However, there are very limited studies to confirm the claim that AI based decision support system can uplift clinicians decision making abilities.

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Catatonia secondary to anti-N-methyl-D-aspartate receptor (NMDAr) encephalitis: a review

CNS Spectrums ◽

10.1017/s1092852919001573 ◽

2019 ◽

Vol 25 (4) ◽

pp. 475-492 ◽

Cited By ~ 2

Author(s):

Inês Marques Macedo ◽

João Gama Marques

Keyword(s):

Disease Management ◽

Literature Review ◽

Clinical Setting ◽

Neuropsychiatric Symptoms ◽

Initial Symptom ◽

Know How ◽

Aspartate Receptor ◽

Nmdar Encephalitis ◽

Psychiatric Conditions ◽

Possible Cause

AbstractAnti-N-methyl-D-aspartate receptor (NMDAr) encephalitis is a relatively recent autoimmune entity, as it was first described in 2007. Given that it is a condition with neuropsychiatric symptoms, its initial symptom is frequently psychiatric in nature. Hence, psychiatrists are often the first physicians to assess these patients and, as so, must recognize this type of encephalitis as a possible cause. Catatonia may be inaugural or develop throughout the course of the disease. Management of patients with anti-NMDAr encephalitis is based on etiologic treatment with immunotherapy and removal of the associated tumor, if any. However, these catatonic patients may have variable responses to etiologic treatment, sometimes with refractory catatonic symptoms, which attests to the necessary urgency to know how to manage these patients. In the clinical setting, physicians appear to be using guidelines originally created to the management of catatonia due to primary psychiatric conditions. In this literature review, catatonia was historically contextualized and anti-NMDAr encephalitis overall described. Finally, catatonia secondary to this type of encephalitis was discussed.

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Student Nurses’ Experiences of Critical Events in the Clinical Setting: A Grounded Theory

Journal of Professional Nursing ◽

10.1016/j.profnurs.2021.07.007 ◽

2021 ◽

Author(s):

Tiffany Lee Hood ◽

Darcy Copeland

Keyword(s):

Grounded Theory ◽

Clinical Setting ◽

Student Nurses ◽

Critical Events

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Promoting community engagement in a pre-registration nursing programme: a qualitative study of student experiences

British Journal of Nursing ◽

10.12968/bjon.2021.30.20.1190 ◽

2021 ◽

Vol 30 (20) ◽

pp. 1190-1197

Author(s):

Pam Hodge ◽

Nora Cooper ◽

Brian P Richardson

Keyword(s):

Data Collection ◽

Community Engagement ◽

Qualitative Data ◽

Learning Experience ◽

Student Nurses ◽

Risk Assessments ◽

Student Experiences ◽

Cross Sectional ◽

Health And Wellbeing ◽

Collection Strategies

Aims: To offer child health student nurses a broader learning experience in practice with an autonomous choice of a volunteer placement area. To reflect the changing nature of health care and the move of care closer to home in the placement experience. To evaluate participants' experiences. Design: This study used descriptive and interpretative methods of qualitative data collection. This successive cross-sectional data collection ran from 2017 to 2020. All data were thematically analysed using Braun and Clarke's model. Methods: Data collection strategies included two focus groups (n=14) and written reflections (n=19). Results: Students identified their increased confidence, development as a professional, wider learning and community engagement. They also appreciated the relief from formal assessment of practice and the chance to focus on the experience. Conclusion: Students positively evaluated this experience, reporting a wider understanding of health and wellbeing in the community. Consideration needs to be given to risk assessments in the areas students undertake the placements and the embedding of the experience into the overall curriculum.

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SYNCHRONOUS COMMUNICATION TECHNOLOGIES AND STRATEGIES IN ONLINE EDUCATION FOR THE ENHANCEMENT OF THE LEARNING EXPERIENCE: A SYSTEMATIC LITERATURE REVIEW

EDULEARN20 Proceedings ◽

10.21125/edulearn.2020.0590 ◽

2020 ◽

Author(s):

Dimitrios Vlachopoulos ◽

Roel Bellinga

Keyword(s):

Literature Review ◽

Online Education ◽

Systematic Literature Review ◽

Learning Experience ◽

Communication Technologies ◽

Synchronous Communication

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Students Experiences of Theatre Allocations

Journal of Perioperative Practice ◽

10.1177/175045891202200201 ◽

2012 ◽

Vol 22 (2) ◽

pp. 45-49 ◽

Cited By ~ 3

Author(s):

Christina Lydon ◽

Eimear Burke

Keyword(s):

Literature Review ◽

Student Nurses

The aim of this literature review was to explore Irish student nurses' experiences of theatre allocations as limited research has been conducted in this area.

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A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting

The Journal of School Nursing ◽

10.1177/10598405010170040801 ◽

2001 ◽

Vol 17 (4) ◽

pp. 213-217 ◽

Cited By ~ 1

Author(s):

Darlene English ◽

Marilyn Marcontel

Keyword(s):

Public Schools ◽

Nursing Students ◽

Clinical Experience ◽

School Health ◽

Learning Experience ◽

School Setting ◽

Student Nurses ◽

School Nurses ◽

Staff Nurse ◽

Clinical Experiences

For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.

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Describing the perceptions of student nurses regarding barriers and benefits of a peer-mentorship programme in a clinical setting in KwaZulu-Natal

Health SA Gesondheid ◽

10.4102/hsag.v24i0.1118 ◽

2019 ◽

Vol 24 ◽

Author(s):

Zanele P. Mlaba ◽

Waheedha Emmamally

Keyword(s):

Clinical Setting ◽

Peer Mentoring ◽

Resource Constraints ◽

Student Nurses ◽

Clinical Settings ◽

Clinical Environment ◽

Staff Shortage ◽

Peer Mentorship ◽

Negative Perceptions ◽

Quantitative Descriptive

Background: Novice student nurses encounter challenges when making the transition to clinical learning because of the complex and unpredictable nature of clinical settings. A selected campus initiated a peer-mentoring programme based on research findings, which revealed that student nurses were inadequately mentored in clinical settings because of mentors experiencing work overload, time and resource constraints, staff shortage and patient-care demands.Aim: The aim of this study was to describe the perceptions of student nurses regarding barriers and benefits of a peer-mentorship programme in a clinical setting.Setting: The study was conducted in a clinical setting in KwaZulu-Natal.Methods: A quantitative, descriptive design was used, whereby data were collected through questionnaires. A total of 56 mentors (third- and fourth-year nursing diploma student nurses) and 94 mentees (first- and second-year nursing diploma students) participated in the study.Results: The mentors highlighted insufficient practice opportunities because of the short duration of the placement, time and resource constraints, and the simultaneous mentoring of too many students as barriers, while the mentees highlighted the reluctance of mentors to fulfil their roles and lack of dedication and unfriendliness as barriers to effective mentorship. The benefits of being a mentor were self-achievement, enhancement of skills and acquiring of positive work ethics, while the major mentee benefits included experiencing less anxiety, adapting to the clinical environment easily and being less intimidated in the clinical setting.Conclusions: This study revealed that both mentors and mentees perceived peer-mentoring programmes as important to their clinical growth. However, these programmes require formative evaluations to address negative perceptions of student mentees and mentors and to identify challenges faced by them.

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