The Use of a Homeless Shelter as a Clinical Rotation for Nursing Students

1995 ◽  
Vol 34 (8) ◽  
pp. 375-377
Author(s):  
Grace Buttriss ◽  
RuthAnne Kuiper ◽  
Betty Newbold
Keyword(s):  
Nursing Students ◽  
Homeless Shelter ◽  
Clinical Rotation

Creating an Infrastructure to Deliver Meaningful Feedback to Nursing Students

2020 ◽  
pp. 166-182
Author(s):  
Jill Erin Stefaniak ◽  
Melanie E. Ross
Keyword(s):  
Nursing Students ◽  
Performance Analysis ◽  
Performance Standards ◽  
Past Research ◽  
Nurse Educator ◽  
Analysis Approach ◽  
Clinical Rotation ◽  
Clinical Rotations ◽  
Healthcare Settings

Research studies surrounding feedback primarily centered on frameworks designed as models for delivering feedback as well as the timing for delivering feedback. In addition, past research has also focused on individual elements that affect performance with little regard to environmental elements. This case study provides an overview of how a nurse educator utilized a performance analysis approach to providing feedback to nursing students during clinical rotations. A list of performance standards was provided to students at various checkpoints during their clinical rotation. Strategies are shared for improving the type of feedback used in healthcare settings.

Perceptions of an Obstetric Clinical Rotation by Nursing Students Who Are Men

2018 ◽  
Vol 43 (6) ◽  
pp. 330-333 ◽  
Author(s):  
Jose Mari Lawrence Mitra ◽  
Kenneth D. Phillips ◽  
Joy E. Wachs
Keyword(s):  
Nursing Students ◽  
Clinical Rotation

Nursing Students’ Sleep Patterns and Perceptions of Safe Practice During Their Entrée to Shift Work

2019 ◽  
Vol 67 (11) ◽  
pp. 547-553 ◽  
Author(s):  
Lois James ◽  
Patricia Butterfield ◽  
Erica Tuell
Keyword(s):  
Nursing Students ◽  
Occupational Health ◽  
Patient Care ◽  
Self Efficacy ◽  
Occupational Injuries ◽  
Clinical Rotation ◽  
Sleep Patterns ◽  
Safe Practice ◽  
Clinical Rotations ◽  
Time Periods

Background: The transition into shift work represents a critical and challenging time point in a nurse’s career. The purpose of this study was to describe nursing students’ sleep patterns and perceptions of safe practice during their first semester of clinical rotations. Method: Repeated measures pertaining to the sleep patterns of 19 full-time junior undergraduate nursing students were measured before, during, and after their first clinical rotations. Sleep was measured using wrist activity monitors and sleep diaries for seven consecutive days at each time period. Students’ “self-efficacy” or belief in their ability to provide safe practice was measured for (a) patient care (preventing adverse events to patients) and (b) occupational health (preventing occupational injuries to themselves) using Bandura’s self-efficacy scales. Associations between students’ sleep, sleepiness, and their perceptions of safe practice were explored. Results: Nursing students’ self-efficacy scores regarding patient care (preventing adverse events) improved across the three time periods (from 80% before clinical rotation, to 84% during clinical rotation, to 87% after clinical rotation). Although lower overall, students’ self-efficacy scores regarding occupational health (preventing occupational injuries to themselves) also improved across the three time periods (from 71% before clinical rotation, to 76% during clinical rotation, to 77% after clinical rotation). Furthermore, increased sleepiness significantly predicted lower self-efficacy scores for both patient care and occupational health. Conclusion/Application to Practice: Sleepiness can impair nursing students’ confidence in their ability to practice safely.

scholarly journals Attitudes of Nursing and Medical Students towards Patient Care on Psychiatric Ward During Clinical Rotation at Mbarara Regional Referral Hospital.

2021 ◽  
Author(s):  
◽  
ANGELLA NAMULEMA
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Patient Care ◽  
Quality Care ◽  
Psychiatric Ward ◽  
Clinical Rotation ◽  
Negative Attitudes ◽  
Face To Face ◽  
Positive Attitudes ◽  
Fourth Year Medical Students

Introduction: During psychiatry, clinical rotation, nursing, and medical students care for mentally ill patients who have abnormal thoughts, behaviors, perceptions, and relationships with others is very important. This makes patient care on the psychiatric ward very special and the attitudes towards patient care on the ward very key to providing quality care. Study purpose: This study sought to explore the attitudes of nursing and medical students towards patient care in the psychiatric ward during clinical rotation. Methodology: A qualitative descriptive design was employed. The study involved 9 fourth-year nursing students and 4 fifth and 2 fourth-year medical students who were selected by purposive sampling. Data were collected using face-to-face semi-structured in-depth interviews and analyzed using thematic analysis. Results: Three themes emerged from 12 categories describing attitudes of nursing and medical students towards patient care on the psychiatric ward during clinical rotation. The emergent themes were positive attitudes, negative attitudes, and uncertainty of attitudes. Conclusion: In conclusion, these qualitative findings suggest that nursing and medical students held both positive and negative attitudes towards patient care on the psychiatric ward during clinical rotation. In some participants the attitudes were uncertain.

scholarly journals Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e025575 ◽  
Author(s):  
Alvisa Palese ◽  
Silvia Gonella ◽  
Anna Brugnolli ◽  
Irene Mansutti ◽  
Luisa Saiani ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Linear Mixed Model ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Clinical Rotation ◽  
Sectional Study ◽  
Cross Sectional ◽  
Generalised Linear Mixed Model

ObjectiveTo explore nursing students’ interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences.DesignNational cross-sectional study on data collected in 2016.Setting95 Bachelor of Nursing Sciences programmes; 27 Italian Universities.ParticipantsStudents who (a) were attending or just completed their clinical rotations lasting at least 2 weeks in the same unit, and (b) willing to participate in the study.Primary and secondary outcomesFirst to measure the occurrence of IPE experiences in the most recent clinical rotation; the secondary outcome was to discover factors associated with IPE occurrence.MeasuresThe primary outcome was measured using questions based on a 4-point Likert scale (from 0=‘never’ to 3=‘always’). Explanatory variables were collected at both individual and regional levels with items included in the same questionnaire.Results9607 out of 10 480 students took part in the study. Overall, 666 (6.9%) perceived not having had any IPE experience, while 3248 (33.8%), 3653 (38%) and 2040 (21.3%) reported having experienced IPE opportunities ‘only a little’, to ‘some extent’ or ‘always’, respectively. From the multilevel analysis performed using the generalised linear mixed model, factors promoting the occurrence of IPE experiences were mainly set at (a) the clinical learning environment level (high: learning environment quality, self-directed learning encouragement, learning opportunities, quality of safety and nursing care and quality of tutorial strategies); and (b) the regional level, where significant differences emerged across regions. In contrast, male gender was negatively associated with the perception of having had IPE experiences.ConclusionsA large number of nursing students experienced either ‘never’ or ‘only a little’ IPE opportunities, thus suggesting that nursing education tends to remain within the nursing profession. Limiting students’ interprofessional exposure during education can prevent future collaborative approaches that have been shown to be essential in providing best patient care. In order to increase IPE exposure, it is necessary to develop strategies designed both at the singular unit and regional levels.

Dedicated education units as a clinical rotation for nursing students

2018 ◽  
Vol 16 (3) ◽  
pp. 642-647 ◽  
Author(s):  
Janet Y. Harris ◽  
Sheila Keller ◽  
Elizabeth Hinton
Keyword(s):  
Nursing Students ◽  
Clinical Rotation

Creating an Infrastructure to Deliver Meaningful Feedback to Nursing Students

2021 ◽  
pp. 40-52
Author(s):  
Jill Erin Stefaniak ◽  
Melanie E. Ross
Keyword(s):  
Nursing Students ◽  
Performance Analysis ◽  
Performance Standards ◽  
Past Research ◽  
Nurse Educator ◽  
Analysis Approach ◽  
Clinical Rotation ◽  
Clinical Rotations ◽  
Healthcare Settings

Research studies surrounding feedback primarily centered on frameworks designed as models for delivering feedback as well as the timing for delivering feedback. In addition, past research has also focused on individual elements that affect performance with little regard to environmental elements. This case study provides an overview of how a nurse educator utilized a performance analysis approach to providing feedback to nursing students during clinical rotations. A list of performance standards was provided to students at various checkpoints during their clinical rotation. Strategies are shared for improving the type of feedback used in healthcare settings.

scholarly journals Reflective journaling to decrease anxiety among undergraduate nursing students in the clinical setting

2019 ◽  
Vol 9 (5) ◽  
pp. 75
Author(s):  
Joely Tara Goodman ◽  
Melissa Henry
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Group ◽  
Clinical Rotation ◽  
Reflective Journaling ◽  
Undergraduate Nursing Students ◽  
Reflective Journals ◽  
Undergraduate Nursing ◽  
The Impact

Objective: Many nursing students experience anxiety in the clinical setting. Increased anxiety impairs students’ ability to learn and can negatively affect patient safety. To promote student learning and patient safety, it is imperative that nurse educators identify and implement strategies to decrease nursing students’ anxiety. The purpose of this qualitative study was to determine how undergraduate nursing students perceive the impact of writing reflective journals on their anxiety level associated with their first clinical rotation experience early in their program of study.Methods: Participants were randomly assigned by their clinical group to either write guided reflective journals, non-guided reflective journals, or no reflective journals during their first clinical rotation where they provided patient care. Five individuals from each intervention group were randomly selected to participate in an interview. Themes related to the participants’ perceptions of the impact of writing reflective journals on their anxiety were determined through qualitative analysis.Results and implications: Participants who wrote guided or non-guided reflective journals experienced decreased anxiety associated with their first clinical rotation. Participants in the non-journaling group expressed that they would have benefitted from having a journal assignment. Four themes were identified related to experiences with writing journals: allowed time, identified feelings, assisted with processing, and increased confidence. The findings of this study support the use of reflective journals as a pedagogical intervention to decrease nursing students’ anxiety associated with the first clinical experience. Additional benefits of the reflective journaling included taking time to identify and process feelings and increased confidence in future clinical experiences.

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