scholarly journals Innovative Solutions for Clinical Education during a Global Health Crisis

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Melanie Logue ◽  
Cynthia Olson ◽  
Marylou Mercado ◽  
Carolyn McCormies
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Nursing Program ◽  
Student Experiences ◽  
Clinical Group ◽  
Clinical Experiences ◽  
Health Crisis ◽  
Innovative Solutions ◽  
Novel Coronavirus ◽  
The Impact

Lack of clinical experience availability has been a longstanding concern for academic programs in nursing. The continued decrease in clinical group size and the number of students that an organization will allow for clinical experiences has been a growing issue that requires innovation to create alternative clinical experiences to meet program, student, and governing agency requirements. When the novel coronavirus, SARS-CoV-2, or COVID-19, emerged in early 2020, resulting in a global pandemic, the impact included nursing education. Students were no longer allowed in clinical facilities due to attempts to contain the virus and lack of personal protective equipment. Many programs were underprepared and had to quickly adjust to meet clinical requirements for students to complete courses. This article discusses several impacts in the context of policymakers, regulators, and nursing practice, with specific examples from policy changes that occurred in the state of Arizona. We describe the nursing program response to pandemic challenges with examples of innovative solutions in practice and policy that informed the rapid shift to nontraditional student experiences.

scholarly journals Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education

2018 ◽  
Vol 8 (9) ◽  
pp. 45 ◽  
Author(s):  
Mia Kraft ◽  
Margret Nisell
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Nursing Program ◽  
Red Cross ◽  
Nursing Educators ◽  
Student Activities ◽  
University College ◽  
Making A Difference ◽  
Kolb's Learning Cycle ◽  
The Impact

Objective: Although many educational student activities addressing global awareness are highlighted in the literature, the global nursing approach and how it is applied by students in clinical education is not widely described. After the implementation of a new global nursing curriculum, nursing students educated at The Swedish Red Cross University College are now engaged in counteracting inequalities in health. This paper aims to describe how nursing students apply the global nursing perspective during their clinical education.Methods: The study is based on students’ written individual reflective reports. The procedure for data analysis was inspired by a thematic and interpretive data synthesis. The four stages in Kolb’s learning cycle was used as a framework.Results: Four themes were identified: 1) Experiencing frailty, suffering and vulnerability; 2) Advocating quality of life and priorities in health; 3) Conceptualizing autonomy, involvement and participation; 4) Making a difference and acting with respect and an open mind.Conclusions: Consequently, students at the The Swedish Red Cross University College are confident in applying global nursing perspective in care actions. Nursing educators have a mutual responsibility to facilitate students’ knowledge transfers in global competencies and strategies to reduce the impact on the environment and on humans.

scholarly journals Woman-Centered Maternity Nursing Education and Practice

2003 ◽  
Vol 12 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Gloria Giarratano
Keyword(s):  
Nursing Education ◽  
Maternity Care ◽  
Phenomenological Study ◽  
Nursing Program ◽  
Clinical Experiences ◽  
Education Data ◽  
Purposeful Sampling ◽  
Centered Care ◽  
Maternity Nursing ◽  
Baccalaureate Nursing Program

The purpose of this Heideggerian phenomenological study was to uncover the meanings of the clinical experiences of registered nurses working in maternity settings after they studied maternity nursing from a woman-centered, feminist perspective in a generic baccalaureate nursing program. Purposeful sampling was conducted to locate and recruit nurses who had graduated from this nursing program between the December 1996 and December 1998 semesters and were currently working in a maternal-newborn clinical setting. Each participant had taken the required woman-centered, maternity-nursing course during her/his undergraduate education. Data collection included an individual, open-ended interview that focused on the nurses’ descriptions of their everyday practices as maternity nurses. Nineteen maternal-newborn nurses between the ages of 23 and 43 years who had been in practice from six months to three years were interviewed. The constitutive patterns identified from the interviews were: “Otherness,” “Being and Becoming Woman-Centered,” and “Tensions in Practicing Woman-Centered Care.” Findings revealed that the nurses had a raised awareness of oppressive maternity care practices and applied ideology of woman-centeredness as a framework for providing more humanistic care. Creating woman-centered maternity care meant negotiating tensions and barriers in medically focused maternity settings and looking for opportunities for advocacy and woman-empowerment. The barriers the nurses faced in implementing woman-centered care exposed limitations to childbearing choices and nursing practices that remain problematic in maternity care.

Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Eyad Musallam ◽  
Brooke A. Flinders
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Clinical Confidence ◽  
Readiness For Practice ◽  
Nursing Career ◽  
The Impact ◽  
Bsn Students

Abstract Objectives The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students’ perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. Methods A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students’ preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students’ clinical confidence and readiness for practice. Results Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Conclusions Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.

scholarly journals A centralised novel coronavirus telephone helpline: a tool for managing and tracking the nation’s response to the COVID-19 epidemic in Slovenia

2020 ◽  
Vol 89 (11-12) ◽  
pp. 702-709
Author(s):  
Kevin Pelicon ◽  
Ivana Krajnc ◽  
Klemen Petek ◽  
Mojca Maticic
Keyword(s):  
Medical Students ◽  
Health Crisis ◽  
Telephone Helpline ◽  
Novel Coronavirus ◽  
The Impact

In response to neighbouring Italy’s accelerating outbreak of the coronavirus disease 2019 (COVID-19), Slovenia established a national toll-free telephone helpline, which operated from 9 March until 12 June 2020 and answered more than 40 thousand calls in its first ten weeks alone. It was operated by medical students and integrated professionals from diverse fields in order to provide trustworthy, accurate, and understandable information to the citizens of Slovenia. We examine the impact that this centralised helpline had on managing the COVID-19 health crisis by shaping and monitoring the public’s response.

scholarly journals Educational Perspectives: Integrating a Student Post-Stroke Clinic within a First-Year Occupational Therapy Kinesiology Course

2020 ◽  
Author(s):  
Mark Blanchard ◽  
Barbara Doucet
Keyword(s):  
Occupational Therapy ◽  
Clinical Skills ◽  
Skill Development ◽  
Clinical Skill ◽  
Student Experiences ◽  
Clinical Experiences ◽  
Course Content ◽  
Actual Patient ◽  
Qualitative Thematic Analysis ◽  
The Impact

Purpose: In many occupational therapy graduate programs, student experiences with actual patient evaluation and intervention typically occur following several semesters of didactic instruction. We explored the impact of an early immersive and reflective hands-on patient experience on student learning and clinical skill development. Method: Following participation in five task-specific occupational therapy clinical sessions that were embedded into an applied kinesiology course, students performed reflections on the experience. These reflections included thoughts on kinesiology course content and clinical skill development through patient sessions over the semester. Results: A qualitative thematic analysis of student reflections was conducted. Findings reflected themes of improvement in observation skills, intervention abilities and communication. Conclusion: Early reflective and immersive clinical experiences may be helpful in the reinforcement of course content and in the development of clinical skills of occupational therapy graduate students prior to full intervention content exposure.

scholarly journals Agriculture and natural resources business owners economic and communication concerns early in the COVID-19 pandemic

2020 ◽  
Vol 1 (3) ◽  
pp. 95-110
Author(s):  
Lauri Baker ◽  
Michaela Kandzer ◽  
Shelli Rampold ◽  
Christy Chiarelli ◽  
Hikaru Peterson ◽  
...  
Keyword(s):  
Natural Resources ◽  
Economic Impacts ◽  
Recovery Process ◽  
Business Owners ◽  
Opinion Leadership ◽  
Future Research ◽  
Health Crisis ◽  
Novel Coronavirus ◽  
The Impact ◽  
The U.S

The purpose of this study was to describe agriculture and natural resource (ANR) leader business owners’ initial concerns and feelings about the impacts of the 2019 novel coronavirus (COVID-19) pandemic. Based on the theories of opinion leadership and bounded rationality, researchers analyzed survey findings to identify and describe ANR business owners’ 1) business and economic concerns associated with COVID-19, 2) communication concerns associated with COVID-19, and 3) any other concerns or impacts experienced due to COVID-19. Findings indicated that the majority of respondents were concerned about their bottom lines, employees missing work, and their abilities to provide employees a safe workplace. Additionally, respondents were concerned about the impact of COVID-19 on the U.S. economy. Regarding communication concerns, respondents were concerned about others sharing inaccurate COVID-19 information. When asked about additional concerns related to COVID-19, many respondents noted their concerns about economic impacts, personal and business finances, and canceled events causing them to become unable to interact with customers. Overall, the biggest concerns were related to economic impacts and misinformation. Recommendations for future research are to continue to assess this population as the pandemic continues, and again when the health crisis ends to understand the recovery process for ANR leader business owners.

Evaluation of Clinical Experiences in Nursing Education

1978 ◽  
Vol 43 (1) ◽  
pp. 69-70
Author(s):  
Gerald M. Meredith
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Learning Experiences ◽  
Two Dimensions ◽  
Clinical Impact ◽  
Clinical Experiences ◽  
Teaching Learning ◽  
Dimensions Of Teaching

Study identified items to measure two dimensions of teaching-learning experiences in clinical education, Clinical Impact and Accountability.

Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Tammy Lynn McClenny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
Nursing Program ◽  
Student Experiences ◽  
Valuable Insight ◽  
High Stakes ◽  
High Stakes Tests ◽  
Undergraduate Nursing

AbstractEach year, thousands of students throughout the world are required to complete one or more high-stakes tests as a measure of competency in undergraduate nursing education. Currently, the trend in nursing education is to use high-stakes tests to establish program progression policies. However, use of these tests to block student progression is of serious concern. This article describes findings of a pilot study that used a phenomenographic approach to understand senior nursing students’ experiences of completing multiple high-stakes tests for successful progression within one undergraduate nursing program. Eighteen graduating senior nursing students participated in the study via individual interviews. Students described a multitude of experiences, organized into five main categories of descriptions: high-stakes tests as a value; high-stakes tests as a stressor; high-stakes tests as a high expectation; high-stakes tests as various inconsistencies; and high-stakes tests affecting the transfer of learning. Student perspectives with high-stakes testing contributed valuable insight lacking in the current nursing education literature. Findings suggested if high-stakes tests are to be used for program progression, it is imperative for nurse educators to convene and explore strategies to support student preparation and success with testing, and develop well-defined structures of teaching and learning for the delivery of course content.

scholarly journals Influence that Service in a Pro Bono Clinic has on a First Full-Time Physical Therapy Clinical Education Experience

2017 ◽  
Author(s):  
Daria Porretta ◽  
Jill Black ◽  
Kerstin Palombaro ◽  
Ellen Erdman
Keyword(s):  
Physical Therapy ◽  
Focus Group ◽  
Clinical Experience ◽  
Clinical Education ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Education Experience ◽  
Pro Bono ◽  
The Impact

Purpose: Physical therapist education programs strive to prepare their students for full-time clinical experiences in a variety of ways. Experiential and service learning in authentic contexts reportedly help students make connections between the classroom and the clinic. The purpose of this study was to explore the influences that service in a physical therapy pro bono clinic has on a first full-time clinical education experience. Methods: Participants were all third year doctoral physical therapy students at Widener University who were entering their first full-time clinical education experience. Sixteen participants kept journals throughout their first full-time clinical experience regarding the impact of their previous pro bono experience. Upon completion of the 10-week full-time clinical experience, the sixteen participants answered a Likert-scale survey to further delineate the influence of the pro bono experience, and fifteen of the participants participated in focus group discussions to further explore themes that emerged from the journal and survey data. Data from the focus group and journals were analyzed qualitatively. The responses from the surveys provided quantitative data. In addition, the researchers looked at the Clinical Instructors (CI) midterm comments on the APTA’s Clinical Performance Instrument (APTA PT CPI WEB) to further corroborate or disconfirm the findings. Results: Triangulation of the data points revealed 9 categories of positive impact that the pro bono experience had on their first full-time clinical experience. The strongest three categories in order were client interaction, clinical instructor interaction, and professional communication. The next five categories were of relative equal strength and related to specifics areas of competency. They were competency in documentation, evaluation, intervention, clinical reasoning and cultural competency. A final overarching category was increased confidence. CI comments on the midterm CPI corroborated these findings. Participants also shared ways in which the pro bono experience could have better prepared them for their full-time clinical experience. Conclusions: Regular participation in a pro bono clinic throughout the didactic portion of the physical therapy curriculum contributed to student confidence and competence in their first full-time clinical experience. Future research should include interviews with the clinical instructors to further corroborate the student perceptions. The findings of this study also serve to inform how the pro bono clinical experience can be enhanced to further contribute positively to the students’ first full-time clinical experiences.

scholarly journals Students' Perceptions of Clinical Education during a Global Pandemic

2021 ◽  
Author(s):  
Pamela Pologruto ◽  
Jennifer Jewell ◽  
Laura Cruz
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Experiences ◽  
Face To Face ◽  
Physical Therapist Assistant ◽  
Global Pandemic ◽  
Physical Therapy Programs ◽  
The Impact ◽  
Academic Year

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

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