Attitudes of Nursing Students to Clinical Education: Q-Methodological Approach

The aim of this study is to explore nursing students’ experiences with death and terminal patients during clinical education. A secondary analysis of qualitative data that were collected through 11 focus group interviews with nursing students was performed. Data obtained from the interviews were analyzed using thematic analysis. There were a total of 9 themes across 3 contexts. Data were grouped under the following themes: feelings experienced when encountering death for the first time, reactions to the first encounter with death, factors affecting the reactions to death, involvement in terminal patient care, being informed about the physical process that terminal patients are going through, students’ approach toward terminal patients and their relatives, health professionals’ approach toward terminal/dying patients/their relatives, changes in the ideas about death, and changes in the ideas about terminal/dying patients. The study shows a lack of guidance on the part of teachers who also avoid patients and families who are considered terminally ill.

Download Full-text

The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

Journal of Nursing Education and Practice ◽

10.5430/jnep.v8n2p8 ◽

2017 ◽

Vol 8 (2) ◽

pp. 8 ◽

Cited By ~ 2

Author(s):

Sandra Pennbrant ◽

Håkan Nunstedt

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Clinical Education ◽

Professional Competence ◽

Integrated Learning ◽

Pedagogical Tools ◽

Pedagogical Strategy ◽

Healthcare Needs ◽

Reflection On Action ◽

Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

Download Full-text

Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21st Century: Literature Review

10.20944/preprints202104.0130.v1 ◽

2021 ◽

Author(s):

Dyah Wiji Puspita Sari ◽

Moses Glorino Rumambo Pandin

Keyword(s):

Patient Safety ◽

Nursing Education ◽

Nursing Students ◽

Clinical Education ◽

Real Life ◽

Infection Prevention And Control ◽

Educational Institutions ◽

Learning Approaches ◽

Screening Process ◽

Treatment Safety

Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

Download Full-text

Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran

Journal of Medicine and Life ◽

10.25122/jml-2018-0008 ◽

2019 ◽

Vol 12 (1) ◽

pp. 75-82 ◽

Cited By ~ 1

Author(s):

Farzaneh Mohammad Nejad ◽

◽

Marziyeh Asadizaker ◽

Shahram Baraz ◽

Amal Saki Malehi ◽

...

Keyword(s):

Nursing Students ◽

Student Satisfaction ◽

Clinical Education ◽

Significant Relationship ◽

Nursing Student ◽

Demographic Characteristics ◽

Satisfaction Score ◽

Grade Point ◽

Education Experience ◽

The Mean

Satisfaction with the experience gained in clinical settings is of great significance to nursing students and novice first-year students in particular and contributes significantly to developing basic clinical skills and competence. Accordingly, the present study aimed to examine nursing student satisfaction with the first clinical education experience. A total of 390 second- and third-semester nursing students gaining clinical experience in general surgery, internal medicine, gynecological surgery, orthopedics, emergency, obstetrics and gynecology, ophthalmology, andrological surgery, post-CCU, and otorhinolaryngology departments participated in this analytical cross-sectional study from March to June 2017. The research instrument included the “Assessment of nursing student’s Satisfaction with First Clinical Practical Education Questionnaire: Modified Version”, consisting of three parts: demographic characteristics, 37 items, and a 10-degree visual analog scale to assess student satisfaction. Descriptive statistics were used to hypothesis test in SPSS 22. The highest rate of student satisfaction was related to the third domain labeled “Instructor’s behavior”, and the lowest rate of student satisfaction was related to the fifth and seventh domains labeled “Emotional atmosphere and learning in the clinical setting” and “Creating appropriate learning opportunities”, respectively. The results of statistical tests suggested a statistically significant relationship between the mean satisfaction score (based on the 10-degree scale) and gender (p=0.01). However, no statistically significant relationship was observed between the mean satisfaction score and other demographic characteristics such as age, grade point average (GPA), and university type. Student satisfaction rate varies in different domains of the questionnaire. Accordingly, it is recommended that schools of nursing and midwifery incorporate the findings of this study into their first clinical, educational experience planning and take into account the educational needs of students to bring greater satisfaction.

Download Full-text

Nursing Students and Nurses’ Recommendations Aiming at Improving the Development of the Humanistic Caring Competency

Canadian Journal of Nursing Research ◽

10.1177/08445621211048987 ◽

2021 ◽

pp. 084456212110489

Author(s):

Dimitri Létourneau ◽

Johanne Goudreau ◽

Chantal Cara

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Methodological Approach ◽

University Hospital ◽

Hospital Data ◽

Interpretive Phenomenology ◽

Pedagogical Strategies ◽

Individual Interviews ◽

Progressive Development ◽

Regulatory Bodies

Background Most nursing education programs prepare their students to embody humanism and caring as it is expected by several regulatory bodies. Ensuring this embodiment in students and nurses remains a challenge because there is a lack of evidence about its progressive development through education and practice. Purpose This manuscript provides a description of nursing students’ and nurses’ recommendations that can foster the development of humanistic caring. Methods Interpretive phenomenology was selected as the study's methodological approach. Participants (n = 26) were recruited from a French-Canadian university and an affiliated university hospital. Data was collected through individual interviews. Data analysis consisted of an adaptation of Benner’s (1994) phenomenological principles that resulted in a five-stage interpretative process. Results The following five themes emerged from the phenomenological analysis of participants’ recommendations: 1) pedagogical strategies, 2) educators’ approach, 3) considerations in teaching humanistic caring, 4) work overload, and 5) volunteerism and externship. Conclusion The findings suggest the existence of a challenge when using mannikins in high-fidelity simulations with the intention of developing humanistic caring. The findings also reaffirm the importance of giving concrete and realistic exemplars of humanistic caring to students in order to prevent them from making “communication” synonymous to “humanization of care”.

Download Full-text