scholarly journals The clinical environment: A facilitator of professional socialisation

2019 ◽  
Vol 24 ◽  
Author(s):  
Hester C. De Swardt
Keyword(s):  
Nursing Education ◽  
Role Models ◽  
Quantitative Research ◽  
Nurse Educators ◽  
Student Nurses ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Student Placement ◽  
Professional Nurses ◽  
Professional Socialisation

Background: Competencies of health care workers, including nurses, often do not meet the health needs of populations. The clinical learning environment (CLE) is vital in socialising neophyte student nurses to display the desired competencies. Student nurses are however confronted with challenges, especially in the CLE, during this process.Aim: This article shares three validated guidelines to support professional nurses and nurse educators in facilitating appropriate professional socialisation of student nurses in the CLE.Setting: The study was conducted in an 832-bed academic hospital and nine nursing education institutions (NEIs) that offered the nursing programme concerned in a province in South Africa.Method: A sequential, exploratory, mixed-methods study was conducted and qualitative data were collected from two purposive samples, consisting of seven focus group interviews and field notes. Five themes that emerged from the integrated data guided the instrument design to collect data quantitatively from 277 educators. Experts validated 10 guidelines to a set of criteria, which was developed combining all data.Results: Qualitative and quantitative research evidenced that the CLE mostly did not support student nurses during professional socialisation. A few role models’ behaviour was noteworthy, while student supervision was inadequate. The CLE was stressful, lacked in resources, marked by uncoordinated student placement, insufficient communication and inadequate preparation of student nurses. This evidence informed the development of the guidelines.Conclusions: The guidelines were (1) the empowerment of role models through reflective practice, (2) capacity building of professional nurses and nurse educators as clinical supervisors by means of intervention strategies and (3) adopting a multifaceted approach in the creation of a positive CLE. These guidelines could facilitate appropriate professional socialisation of student nurses.

scholarly journals Basic student nurse perceptions about clinical instructor caring

2016 ◽  
Vol 21 ◽  
pp. 444-452 ◽  
Author(s):  
Gerda-Marie Meyer ◽  
Elsabe Nel ◽  
Charlene Downing
Keyword(s):  
Nursing Education ◽  
Student Perceptions ◽  
Quantitative Research ◽  
Nursing Student ◽  
Student Nurses ◽  
Clinical Instructor ◽  
Clinical Instructors ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Senior Student

Background: Caring is the core of nursing and should be cultivated in student nurses. However, there are serious concerns about the caring concern in the clinical environment and in nursing education. Clinical instructors are ideally positioned to care for student nurses so that they in turn, can learn to care for their patients.Methods: A descriptive, comparative, cross-sectional and correlational quantitative research design with convenience sampling was conducted to describe the perceptions of junior student nurses (n = 148) and senior student nurses (n = 168) regarding clinicalin structor caring. A structured self administered questionnaire using the Nursing Student Perceptions of Instructor Caring (NSPIC) (Wade & Kasper, 2006) was used. Descriptive statistics and hypotheses testing using parametric and non parametric methods were conducted. The reliability of the NSPIC was determined.Results: Respondents had a positive perception of their clinical instructors' caring. No relationship could be found between the course the respondents were registered for, the frequency of contact with a clinical instructor, the ages of the respondents and their perceptions of clinical instructor caring. The NSPIC was found to be reliable if one item each from two of the subscales were omitted.Conclusions: Student nurses perceived most strongly that a caring clinical instructor made them feel confident, specifically when he/she showed genuine interest in the patients and their care, and when he/she made them feel that they could be successful.

scholarly journals Nursing students’ perceptions of soft skills training in Ghana

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Luke Laari ◽  
Barbara M. Dube
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Soft Skills ◽  
Student Nurses ◽  
Skills Training ◽  
Therapeutic Touch ◽  
Clinical Environment ◽  
Definition Of ◽  
The University

Background: The quality of nursing care rendered today is markedly reducing and the amount of time spent with patients listening to and explaining issues concerning their conditions is gradually diminishing. The therapeutic touch and the listening ear of the nurse are no longer accessible to the patient. Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of consideration. Although recent literature has highlighted the necessity of introducing soft skills training and assessment within medical education, nursing education is yet to fully embrace this skills training.Objectives: The aim of this study was to explore nursing students’ understanding of the concept of soft skills and to acquire their perception on the need for soft skills training to promote quality nursing care.Methods: A quantitative research design with descriptive and explorative strategies was used. One hundred and ten nursing students were sampled after permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee.Results: The results indicated that a majority (68.8%) of respondents understood the concept of soft skills and agreed with the definition of ‘soft skills’. They furthermore agreed that soft skills should be part of the training that student nurses receive during their professional training.Conclusion: The study revealed that there is a need for nursing students to be educated in soft skills and that this will enhance their job performances in the clinical environment and improve the way in which they communicate with their clients.

scholarly journals AN EXPLORATION OF THE PROFESSIONAL SOCIALISATION OF STUDENT NURSES

2015 ◽  
Vol 16 (2) ◽  
pp. 3-15 ◽  
Author(s):  
H C De Swardt ◽  
Gisela Hildegard Van Rensburg ◽  
M J Oosthuizen
Keyword(s):  
Role Models ◽  
Student Nurses ◽  
Nursing Profession ◽  
Focus Group Interviews ◽  
Role Modelling ◽  
Values And Beliefs ◽  
Professional Nurses ◽  
Group Interviews ◽  
Professional Practitioners ◽  
Professional Socialisation

Desirable levels of knowledge and skills or appropriate values and beliefs of the nursing profession are not manifested in all students who become professional nurses. The aim of the study was to explore the perceptions of professional nurses regarding their role in the professional socialisation of student nurses and the experiences of the students as members of the nursing profession. A qualitative design was applied to collect data from two purposively selected samples, professional nurses and students. Focus-group interviews (two with sample 1 and 5 with sample 2) were conducted. Findings revealed that a lack of exemplary role models, an unfavourable environment and students’ own reasons of career choice influenced the professional socialisation of students. Exemplary role modelling, supportive learning environments, the empowerment of professional nurses and the commitment to professional values of nursing are vital to develop well-socialised professional practitioners.

Perspectives on good preceptorship

2013 ◽  
Vol 21 (5) ◽  
pp. 565-575 ◽  
Author(s):  
Yvonne Hilli ◽  
Marita Salmu ◽  
Elisabeth Jonsén
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Role Models ◽  
Student Nurses ◽  
Vital Role ◽  
Clinical Experiences ◽  
Learning And Development ◽  
Nursing Knowledge ◽  
Professional Nurses ◽  
Caring Relationship

Background: Clinical education is an essential part of the Bachelor’s program in Nursing and a keystone of professional nursing education. Through clinical experiences, the student nurses acquire nursing knowledge and essential skills for professional practice. The preceptor plays a vital role in the development of student nurses becoming professional nurses. Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves. Method: Data were collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach. Findings: A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models. Conclusion: The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.

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.

Self-Efficacy Related to Student Nurses in the Clinical Setting: A Concept Analysis

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Linda Townsend ◽  
Judith M Scanlan
Keyword(s):  
Nursing Education ◽  
Student Learning ◽  
Clinical Setting ◽  
Self Efficacy ◽  
Nurse Educators ◽  
Student Nurses ◽  
Clinical Nursing ◽  
Clinical Nursing Education ◽  
Antecedents And Consequences ◽  
Minimal Research

Self-efficacy is conceptually analyzed using the framework developed by Walker and Avant (2005). Defining attributes, antecedents and consequences of self-efficacy are identified and applied in model, borderline and related and contrary cases. Although self-efficacy has been incorporated into the work of many professions, minimal research has been conducted using this concept in clinical nursing education. By gaining a more thorough understanding of self-efficacy in relation to student learning, nurse educators and researchers can use self-efficacy in curricular planning to improve clinical nursing education.

scholarly journals A Discussion of Professional Identity Development in Nursing Students

2018 ◽  
Vol 6 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Cathy Maginnis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Identity Development ◽  
Professional Identity ◽  
Role Models ◽  
Simple Explanation ◽  
Tertiary Sector ◽  
Clinical Placements ◽  
The Future ◽  
Professional Socialisation

Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI). A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

Precepted Experiences for Doctoral Student Nurses

2017 ◽  
Vol 23 (2) ◽  
pp. 124-128
Author(s):  
Brenna L. Quinn
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Doctoral Programs ◽  
Student Nurses ◽  
Nurse Faculty ◽  
Faculty Role ◽  
Board Of Governors ◽  
National League ◽  
Development Evaluation ◽  
Phd Programs

Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

scholarly journals Factors influencing high absenteeism rate of student nurses in clinical areas at a nursing college in the Lejweleputswa District

Curationis ◽  
2019 ◽  
Vol 42 (1) ◽  
Author(s):  
Griselda N. Magobolo ◽  
Barbara M. Dube
Keyword(s):  
Nursing Education ◽  
South African ◽  
Quantitative Research ◽  
Demographic Data ◽  
Student Nurses ◽  
Theory And Practice ◽  
Student Nurse ◽  
State College ◽  
Student Absenteeism ◽  
Nursing College

Background: Student nurse attendance during training is mandatory, and the South African Nursing Council (SANC) stipulates that students must attend 80% of hours for both theory and practice during their training. Unauthorised student nurse absenteeism, especially in the clinical areas, has become an increasing problem in nursing education institutions and in the universities. This study explored student absenteeism with the aim of generating solutions that are specifically relevant to the context of the Free State College of Nursing.Objectives: The objectives of the study were to describe perceived personal reasons and reasons related to clinical areas that contribute to student nurses’ absenteeism from the clinical areas and to explore the relationship between demographic data and reasons for absenteeism.Method: A quantitative research design with descriptive and exploratory strategies was used. Data were collected by means of a self-administered questionnaire. Data analysis was performed using SPSS version 23.0. One hundred and fifty-two student nurses were sampled after permission to conduct the study was requested and obtained.Results: The results showed that 72.4% of respondents agreed that students are absent because of physical illness. The majority of students (97.3%) at the selected campus are absent from clinical areas because they are covering staff shortages. The findings showed no particular relationship between gender and absenteeism as absenteeism was present throughout.Conclusion: Student nurses at a selected campus are generally absent at the clinical areas because they are physically ill and are funded for studying but not paid for working. It was recommended that accurate records of attendance should be kept and absenteeism rates be calculated at frequent intervals.

scholarly journals Attitude of Nursing Students Towards Work in the Clinical Learning Environment

2021 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Chiamaka Rosemary Anagor ◽  
Felicia Ekwok Lukpata ◽  
Jennifer Nkeiruka Ikechukwu-Okoroezi ◽  
May Ulunma Obiora
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Student Nurses ◽  
Clinical Work ◽  
High Rate ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Students Attitudes ◽  
Theory Practice Gap

Introduction: Exposure to the clinical learning environment is indispensable for the nursing students as it provides experiences which are basic and significant to the development of professional skills as well as bridge the theory-practice gap. Despite the importance of clinical learning, nursing students’ attitudes in the clinical environment has been a concern.Purpose: This paper reviewed the attitude of nursing students towards work in the clinical learning environment.Method: Electronic searches using scholarly databases were employed and only significant articles that met the review objective were utilized.Findings: This review revealed that there is a high rate of unauthorized student nurses’ absenteeism as majority are absent from clinical work without permission. There is also an appalling display of lateness behavior as students arrive at work after the scheduled time. Interestingly, most students are willing to carry out procedures while some are nonchalant due to the stressful and anxiety provoking tasks. Student nurses felt that there is an unspoken comparison, discrimination and disrespect displayed by their seniors and medical colleagues towards them.Conclusion: There is overwhelming evidence from literature supporting the negative attitudes of nursing students in the clinical environment. It was therefore recommended that students should be psychologically prepared in their schools before exposure to the clinical environment. There should be an effort to build students’ self-esteem and professional self-concept by the relevant authorities. Finally, to bridge the rift between inter-professionals, there is need for more social interaction opportunities where everyone will value what each member contributes to the team. 

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