scholarly journals Experiences by student nurses during clinical placement in psychiatric units in a hospital

Curationis ◽  
2004 ◽  
Vol 27 (4) ◽  
Author(s):  
W.J.C. Van Rhyn ◽  
M.R. Gontsana
Keyword(s):  
Nursing Students ◽  
Patient Care ◽  
Attitude Change ◽  
High Stress ◽  
Medical Model ◽  
Psychiatric Nursing ◽  
Clinical Placement ◽  
Nurse Training ◽  
Psychiatric Unit ◽  
Professional Nurses

An exploratory study was conducted with the aim of discovering and describing experiences of psychiatric nursing students during clinical placement in a psychiatric unit. For the purpose of the study an unstructured interview was conducted with each participant during their first placement in a psychiatric unit to identify the factors experienced as stressful. The results indicated that all eight participants experienced average to high stress. Sources of stress identified included, among others, ineffective teaching and learning programmes, poor managerial governance of the service, detachment of professional nurses from their teaching role, poor relationships among staff, overreliance on the medical model of care and patient neglect. Psychiatric nursing students sampled indicated universal support for in-service education and training for professional nurses, attitude change of professional nurses towards students, support for student initiatives, student involvement in patient care and adequate allocation of resources for patient care and nurse training. The exploration and description of experiences of the psychiatric nursing students will help nurse educators plan clinical learning opportunities in such a way that they are less stressful, thus ensuring that psychiatric nursing students are equipped to utilise themselves as therapeutic instruments.

scholarly journals Experiences of nursing students regarding clinical placement and support in primary healthcare clinics: Strengthening resilience

2021 ◽  
Vol 26 ◽  
Author(s):  
Beauty M. Zulu ◽  
Emmerentia Du Plessis ◽  
Magdalena P. Koen
Keyword(s):  
Nursing Students ◽  
Primary Healthcare ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Nurse Managers ◽  
Clinical Placement ◽  
Data Saturation ◽  
Professional Nurses ◽  
Group Interviews ◽  
Primary Healthcare Clinics

Background: This research addressed the need to have a deeper understanding of nursing students’ experiences of clinical placement and support in primary healthcare (PHC) settings.Aim: To explore and describe the experiences of nursing students’ clinical placement in PHC settings.Setting: The study was conducted at PHC clinics in a specific province in South Africa.Method: A qualitative, exploratory, descriptive and contextual research design was used. The population comprised fourth-year nursing students selected using purposive sampling. Five semi-structured focus group interviews were conducted. Data saturation determined the sample size which comprised 25 nursing students. Thematic data analysis produced four main themes.Results: The main themes were (1) the meaning of placement, (2) experiences of clinical placement, (3) needs for support, and (4) resilience of nursing students.Conclusions: Nursing students encountered negative and positive experiences. Both experiences confirmed that PHC settings can be valuable learning opportunities for nursing students. Nursing students appreciated the supervision of professional nurses who created an atmosphere conducive for teaching and learning by welcoming and encouraging nursing students’ independence. Recommendations include: appointing a professional nurse specifically for supervision of nursing students, tutor support before summative examinations, improvement of services, including the availability of resources.Contribution: This article contributes to awareness of how nursing students manage to stay resilient irrespective of negative experiences during clinical placement and how tutors and professional nurses can support them. The study’s recommendations can guide professional nurses, nurse educators, nurse managers and other healthcare PHC workers to support nursing students.

scholarly journals Code Simulations and Death: Processing of Emotional Distress

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Jane D Leavy ◽  
Calvin J. Vanderhoff ◽  
Patricia K Ravert
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Patient Care ◽  
Coping Strategies ◽  
Emotional Distress ◽  
Clinical Setting ◽  
Clinical Skills ◽  
High Stress ◽  
Patient Death ◽  
Safe Environment

It is important for nursing students to be exposed to critical patient care scenarios because high stress clinical situations, such as patient codes, occur unexpectedly and infrequently in the clinical setting. In addition, it is important for nursing students to be exposed to the reality of patient death in order to help them overcome fears associated with death and to develop effective coping strategies. Students may or may not have an opportunity to deal with patient codes or patient death in the clinical setting, therefore simulation labs provide students with the opportunity to practice important clinical skills and discuss emotions in a safe environment. Although there is some research on the benefits of incorporating end-of-life patient care scenarios in simulation labs, there is no research that analyzes students’ perceptions of the benefits of participating in simulated code scenarios and their emotions following patient simulated death. A pilot study was conducted to assess students’ views on the benefits of participating in simulated code scenarios in which a patient dies and the effectiveness of the debriefing session in processing emotions related to the lab experience.

scholarly journals Streshantering van die psigiatriese verpleegkundestudent: Deel II

Curationis ◽  
1993 ◽  
Vol 16 (2) ◽  
Author(s):  
S. M. Nieuwoudt ◽  
M. Greeff ◽  
M. Poggenpoel
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
High Stress ◽  
Scientific Basis ◽  
Psychiatric Nursing ◽  
Good Time ◽  
Coping With Stress ◽  
Professional Environment ◽  
The Individual ◽  
Specific Organisation

Stress is caused by the demands of everyday life and is an integral part of our lives. The manner in which stress is coped with, remains the responsibility of the individual herself. To be in the nursing profession today, is highly demanding. The psychiatric nurse experiences more stressors, because she is involved in a specialised area, where she uses herself as a therapeutic instrument on a scientific basis. The psychiatric nursing student finds herself in a situation where she is confronted by stressors from her personal and professional environment, as well as stressors caused by her present training in psychiatric nursing. To ensure quality nursing and job satisfaction by the psychiatric nursing students, it is important that their stressors must be identified and that they must learn in good time ways how to effectively cope with it. The psychiatric nursing student must learn ways to cope with her own stressors and consequently she will be in a position to be assistance to her patients. Coping with stress unsuccessfully and not identifying a high stress load, can have disastrous consequences for both the psychiatric nursing student as well as for the specific organisation in which she is involved. The purpose of this research is to identify the precise stressors which influence the psychiatric nursing student during her training, as well as to establish guidelines to direct the psychiatric nursing student where coping with stress is concerned.

scholarly journals FACTORS THAT INFLUENCE PSYCHIATRIC CLINICAL LEARNING EXPERIENCE FOR DIPLOMA NURSING STUDENTS IN WESTERN KENYA

2021 ◽  
Vol 6 (1) ◽  
pp. 68-79
Author(s):  
Janet Wesonga ◽  
Mary Kipmerewo ◽  
Damaris Ochanda
Keyword(s):  
Nursing Students ◽  
Quantitative Data ◽  
Positive Attitude ◽  
Learning Experience ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Practical Skills ◽  
College Level ◽  
Psychiatric Unit ◽  
And Performance

Purpose: This study investigated factors that influence psychiatric clinical learning for diploma nursing students in western Kenya. Methodology: Cross-sectional research design was used with both qualitative and quantitative approaches in data collection. Study participants consisted of diploma nursing students on psychiatric clinical placement. Ten institutions that place their students at Kakamega County Referral Hospital for psychiatric experience were sampled. A total of 178 students, 10 lecturers and 3 psychiatric nurses participated in the study. Qualitative data was collected using interview guides; while quantitative data was collected using structured questionnaires. Descriptive statistics were used to analyse quantitative data while qualitative data was analysed thematically. The relationship between variables was set at a statistical significance of p-value < 0.05. Quantitative data was coded and entered the Statistical Package for Social Sciences version 25.0. Continuous variables were summarized using the Odds Ratio to measure the association between variables and presented in tables and figures to provide a pictorial description of the sample. Findings: The results showed that most students were theoretically prepared to participate in psychiatric clinical learning (67.8% - OR: 1.4: 95% p=0.3). Also, it was supported by the students having a positive attitude (66.1% - OR: 1.2; p=0.5) and being motivated (64.5% - OR: 1.5; p=0.2) towards clinical placement.  However, according to key informants’ findings, most students were not well prepared in practical skills for clinical placement at the psychiatric unit, which was due to inadequate or lack of simulative laboratory for practice at the college level. Nursing students were well prepared theoretically to engage in psychiatric clinical learning placement at Kakamega County Referral Hospital. It also, established that positive attitude and motivation from the nursing students towards clinical placement at the psychiatric unit promoted clinical learning experience and performance thereafter. However, most of the psychiatric nursing students were not well prepared with practical skills to handle mentally-ill patients Conclusion: This study revealed that Kenya Registered Community Health Nurse diploma students were well prepared theoretically to engage in psychiatric clinical learning placement. Recommendation: Medical colleges in Kenya should emphasise skill-based training on human anatomy and behaviour through simulation. Trainers should be required to lead the nursing students through skill-based training. Medical college management should make available practical based resources to trainers and students to promote a skill-based learning approach. Unique contribution to theory, practice and policy Practical skills should be given priority at the college level when preparing students for clinical placement for a holistic clinical learning experience. Positive attitude and motivation from the nursing students towards clinical placement at the psychiatric unit promoted clinical learning experience and performance thereafter.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

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