scholarly journals Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Juliana J. Willemse ◽  
Vivienne Bozalek
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Mobile Devices ◽  
Role Models ◽  
New Technologies ◽  
Communication Tool ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
Points Of View ◽  
Nursing Professionals

Background: Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge.Objective: To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme.Method: The qualitative design used Tesch’s (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) andindividual interviews to identify themes.Results: Themes identified from the students’ FGDs and individual interviews included:mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practiceon professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices.Conclusion: The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

scholarly journals Protocol for a scoping review on the conceptualisation of learning in undergraduate clinical nursing practice

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e024360 ◽  
Author(s):  
Malou Stoffels ◽  
Saskia M Peerdeman ◽  
Hester E M Daelmans ◽  
Johannes C F Ket ◽  
Rashmi A Kusurkar
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Scoping Review ◽  
Nursing Practice ◽  
Medical Information ◽  
Hospital Setting ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
Conceptual Clarity

IntroductionLearning in the clinical setting is a major form of learning in undergraduate nursing education. In spite of this, how nursing students learn in clinical practice is still largely unknown. Moreover, there is no conceptual clarity on learning in practice in the current literature. This paper aims to set up a protocol for a scoping review of the literature in order to map different conceptualisations of learning in practice in undergraduate clinical nursing education in the hospital setting. The operationalisations of different concepts will be compared and the findings of the studies will be synthesised.Methods and analysisThis scoping review will be guided by the methodological framework proposed by Arksey and O’Malley and refined by Levac et al. and the Joanna Briggs Institute. The search strategy will be developed together with a medical information specialist and the search will be performed in electronic databases (PubMed, EBSCO/ERIC and EBSCO/CINAHL). In a first search, we will identify concepts that are used as an equivalent to learning in practice. Next, we will search for studies operationalising these concepts in undergraduate nursing education. Finally, we will check reference lists for additional publications. Abstracts and full-text studies will independently be screened by two researchers. All studies that have ‘learning in undergraduate clinical nursing practice’ as their main topic and that include a definition and operationalisation of an equivalent to learning in clinical practice, will be considered for inclusion. We will chart different conceptualisations and their theoretical underpinnings, as well as reported learning opportunities, informal and formal aspects of learning, social aspects of learning and gaps in the literature.Ethics and disseminationThis review will help design future studies on learning in clinical nursing practice using well-defined and agreed on terminology. The results will be disseminated through journal publications and conference presentations.

scholarly journals Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa

Curationis ◽  
2021 ◽  
Vol 44 (1) ◽  
Author(s):  
Fundiswa P. Fadana ◽  
Hilda F. Vember
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Student ◽  
Student Nurses ◽  
Western Cape ◽  
Undergraduate Nursing Students ◽  
Healthcare Facilities ◽  
Undergraduate Nursing

Background: This study explored the experiences of undergraduate nursing students during clinical practice at healthcare facilities in the Boland Overberg area in Western Cape, South Africa. Few studies have been done on experiences of nursing students during clinical practice. However, there are still inadequacies, which lead to the deterioration of clinical practice quality.Objectives: To explore and describe the experiences of undergraduate student nurses during clinical practice in healthcare facilities in Boland Overberg, in Western Cape, South Africa.Method: A qualitative, exploratory descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses’ experiences during clinical practice in healthcare facilities in the Boland Overberg area in Western Cape Region. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The sample size was based on data saturation. Colaizzi’s method of coding and thematic content analysis was used to interpret the data. Ethical principles were adhered to.Results: After data analysis, the following themes emerged: clinical learning environment, challenges and inability to reach objectives.Conclusion: During clinical practice in healthcare facilities, students were confronted with dilemmas which must be addressed with proper planning to decrease the challenges in clinical education of future nurses. The findings can be used in planning of nursing education, could provide help to develop effective clinical teaching strategies in nursing education and to support these undergraduate nursing students.

scholarly journals Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Amina Aijaz Khowaja ◽  
Jacqueline Maria Dias
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Private School ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
Creative Commons ◽  
Undergraduate Nursing

Introduction Clinical practice is considered an integral part of nursing education. It is in the clinical area that the students integrate the theory learnt in the classroom into practice. An enabling clinical environment with the assistance of a clinical preceptor (CP) ensures that student nurses become independent practitioners and competent in their roles and responsibilities. DesignA comprehensive study was undertaken to explore the emerging role of CPs in Pakistan. This research has been reported in the literature. This paper will deal exclusively with the perceptions of nursing students when working with CPs in the four-year undergraduate baccalaureate program at a private school of nursing (SON) in Pakistan. Through focus group discussions, the perceptions of undergraduate students were explored. ResultsFour main themes emerged. These included the creation of a conducive clinical environment, development of competencies, engagement in patient care, and personal and professional development. ConclusionBased on the study findings, recommendations for strengthening the role of CPs in supporting undergraduate nursing students in their clinical practice are presented.   How to cite this article:  KHOWAJA, Amina Aijaz; DIAS, Jacqueline Maria. Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 26-35, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=68&path%5B%5D=39   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals South Korean nursing students' experiences of clinical practice in the newborn nursery and neonatal intensive care unit: A phenomenological study

2021 ◽  
Vol 27 (1) ◽  
pp. 3-12
Author(s):  
In Ok Sim ◽  
Ok Yeon Bae ◽  
Tae Hoon Kim
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Neonatal Intensive Care Unit ◽  
Neonatal Intensive Care ◽  
Basic Data ◽  
Undergraduate Nursing ◽  
Study Results

Purpose: While clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education.Methods: Interviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978).Results: The nursing students' experiences were grouped into four categories: “expectations for and anxiety about clinical practice", "acquisition of a wide range of knowledge regarding neonatal nursing", "challenges faced in clinical practice", and "experiencing interpersonal changes".Conclusion: The current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.

Enhancing students’ moral competence in practice

2016 ◽  
Vol 23 (6) ◽  
pp. 685-697 ◽  
Author(s):  
Eva Merethe Solum ◽  
Veronica Mary Maluwa ◽  
Bodil Tveit ◽  
Elisabeth Severinsson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Role Models ◽  
Critical Reflection ◽  
Ethical Issues ◽  
Learning Opportunities ◽  
Critical Discussion ◽  
Learning Climate ◽  
Moral Competence ◽  
Course Of Action

Background: Nurses and student nurses in Malawi often encounter challenges in taking a moral course of action. Several studies have demonstrated a need for increased awareness of ethical issues in the nursing education. Objective: To explore the challenges experienced by nurse teachers in Malawi in their efforts to enhance students’ moral competence in clinical practice. Research design: A qualitative hermeneutic approach was employed to interpret the teachers’ experiences. Participants and research context: Individual interviews (N = 8) and a focus group interview with teachers (N = 9) from different nursing colleges were conducted. Ethical considerations: Ethical approval was granted and all participants signed their informed consent. Findings: Two overall themes emerged: (1) authoritarian learning climate, with three subthemes: (a) fear of making critical comments about clinical practice, (b) fear of disclosing mistakes and lack of knowledge and (c) lack of a culture of critical discussion and reflection that promotes moral competence; and (2) discrepancy between expectations on learning outcome from nursing college and the learning opportunities in practice comprising three subthemes: (a) gap between the theory taught in class and learning opportunities in clinical practice, (b) lack of good role models and (c) lack of resources. Discussion: Our findings indicated that showing respect was a central objective when the students were assessed in practice. A number of previous studies have enlightened the need for critical reflection in nursing education. Few studies have linked this to challenges experienced by teachers for development of moral competence in practice. This is one of the first such studies done in an African setting. Conclusion: There is a clear relationship between the two themes. A less authoritarian learning climate may enhance critical reflection and discussion between students, teachers and nurses. This can narrow the gap between the theory taught in college and what is demonstrated in clinical practice. Moral competence must be enhanced in order to ensure patients’ rights and safety.

scholarly journals Attitudes and Perceptions towards Men in Nursing Education

2010 ◽  
Author(s):  
Wally Bartfay ◽  
Emma Bartfay ◽  
Kimberly Clow ◽  
Terry Wu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Role Models ◽  
Female Students ◽  
Male Nurses ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Perceptions And Attitudes ◽  
Attitudes And Perceptions ◽  
Men In Nursing

Purpose: The aim of the current investigation was to compare and contrast societal perceptions and attitudes towards men in nursing as reported by male and female nursing and non-nursing university students. Methods: A comparative study design was employed to investigate societal attitudes and perceptions towards male nurses enrolled in school of nursing in a mid-sized university in Ontario, Canada. A convenience non-random sampling method was employed that consisted of undergraduate nursing (N = 82) and non-nursing (N = 67) students. Perceptions and attitudes towards men in nursing were assessed using the Attitudes Towards Men in Nursing Scale (ATMINS). Results: Sixty-seven non-nursing students partook in this investigation, including 36 males and 31 females. The non-nursing female students ranged in age from 19 to 25 years (mean = 21.6 +/- standard deviation [S.D.] 4.9), and non-nursing male students ranged in age from 19 to 37 years (mean = 23.9 +/- 4.9 S.D.). The nursing female students ranged in age from 19 to 44 years (mean = 21.8 +/- 8.8 S.D.), and the male nursing students ranged in age from 19 to 46 years (mean = 28.9 +/- 8.8 S.D.). Overall, both female nursing and non-nursing students were found to have less favourable perceptions and negative attitudes towards male nursing students. Conclusions and Recommendations: Our findings suggest that there is a general perception in Canadian society that nursing is a more suitable career choice for women than men. Moreover, societal perceptions and stereotypes towards male nurses (e.g., they are gay, effeminate, less compassionate and caring than females nurses) prevail, which may negatively contribute to their recruitment and retention in nursing programs. Greater efforts need to be taken to recruit more positive male role models in clinical practice and academia. Furthermore, recruitment ads for nursing should make greater efforts to portray the male presence in the profession.These strategies will help to address in part the current national and global shortages for nurses and also help to encourage diversity in the profession.

scholarly journals Nursing students’ experiences of bullying in clinical practice

2019 ◽  
Vol 10 (3) ◽  
pp. 89
Author(s):  
Florence L. Luhanga ◽  
Vivian A. Puplampu ◽  
Sherry Arvidson ◽  
Adeyemi Ogunade
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Nursing Program ◽  
Clinical Practices ◽  
Tertiary Institution ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
The Impact

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

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