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 Professional nurses’ perceptions and experiences with the implementation of an integrated chronic care model at primary healthcare clinics in South Africa

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Ozayr H. Mahomed ◽  
Shaidah Asmall
Keyword(s):  
Chronic Disease ◽  
Disease Management ◽  
Primary Healthcare ◽  
Chronic Care Model ◽  
Chronic Care ◽  
Chronic Disease Management ◽  
Management Model ◽  
Care Model ◽  
Professional Nurses ◽  
Primary Healthcare Clinics

Background: An integrated chronic disease management model has been implemented across primary healthcare clinics in order to transform the delivery of services for patients with chronic diseases. The sustainability and rapid scale-up of the model is dependent on positive staff perceptions and experiences.Objectives: The aim of the study was to determine the perceptions and experiences of professional nurses with the integrated chronic care model that has been implemented.Method: A cross-sectional descriptive survey utilising a self-administered questionnaire was conducted amongst all professional nurses who were involved in delivering primary healthcare services at the 42 implementing facilities in September 2014. Each facility has between four and eight professional nurses providing a service daily at the facilitiesResults: A total of 264 professional nurses participated in the survey. Prior to the implementation, 34% (91) of the staff perceived the model to be an added programme, whilst 36% (96) of the staff experienced an increased workload. Staff noted an improved process of care, better level of interaction with patients, improved level of knowledge and better teamwork coupled with an improved level of satisfaction with the work environment at the clinic after implementation of the integrated chronic disease model.Conclusion: Professional nurses have a positive experience with the implementation of the integrated chronic disease management model.

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 The Impact of Nurse Educators on Nursing Education: The Need for Certification

2017 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Quality Care ◽  
Critical Role ◽  
Nurse Educator ◽  
Positive Message ◽  
The Impact

Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.

scholarly journals Facilitation as a teaching strategy: The experiences of nursing students

Curationis ◽  
2005 ◽  
Vol 28 (4) ◽  
Author(s):  
E Lekalakala-Mokgele ◽  
P Du Randt
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Research Question ◽  
Learning Method ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Teaching Learning ◽  
In The Beginning

This study was undertaken to assess the needs/problems of students of nursing regarding facilitation as a teaching/learning method. Facilitation as a teaching and learning strategy was uncommon and innovative in nature and presented a challenge to the students as it was a new way of learning. Focus group interviews were conducted. The sample study consisted of eight (8) groups of learners from four universities engaged in this curriculum. To answer the research question a qualitative, exploratory, descriptive design was used and the students were selected purposively. Data analysis using transcribed focus interviews, was based on the combined approaches of Tesch (1990) in Cresswell (1994:153-155) and the basic steps of Giorgi (1970) as quoted by Ornery (1983:49-63). The themes identified were about the experiences of the facilitation process and problems with the facilitators. All the students experienced the facilitation of learning negatively in the beginning but became more positive later when they adapted to this method of learning.

scholarly journals Pediatric pain management competencies taught to nursing students in Rwanda: Perspectives of nurse educators, preceptors and nursing students

2020 ◽  
Vol 10 (12) ◽  
pp. 21
Author(s):  
Philomene Uwimana ◽  
Donatilla Mukamana ◽  
Oluyinka Adejumo ◽  
Yolanda Babenko-Mould
Keyword(s):  
Pain Management ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Pediatric Pain ◽  
Management Competencies ◽  
Quality Health Care ◽  
Management Interventions ◽  
Quality Health ◽  
Service Training

Competency for pediatric pain management is fundamental for nurses’ responsibility in caring for pediatric patients with pain. However, effective nursing management of pain in hospitalized children continues to be a challenge more often linked to competency deficit as a consequence of unpreparedness in the pre-licensing education. Previous studies have established that nursing students exhibited lack of knowledge and poor attitudes regarding pediatric pain management, but none of the studies were done in the Rwandan context. The current study explores the pediatric pain management competencies taught to nursing students in Rwanda. An exploratory descriptive qualitative design based on face-to-face individual interviews and focus group discussions was utilized. Fourteen nurse educators and preceptors and nineteen nursing students were recruited from five study settings to explore their perspectives about pediatric pain management competencies taught to nursing students. Participants’ narratives were analysed using thematic analysis from which six main themes emerged. Participants narrated that competencies related to children pain assessment, pain medication and non-drug pain management interventions were taught to students. However, findings also revealed the challenges that impacted the teaching and learning of paediatric pain management, which need to be addressed for the improvement of pre-service training about pain management in children. The findings from the study suggested further research for a better understanding of the nature of those challenges to inform tailored strategies aimed at improving quality health care provision to children through an improved pediatric pain management education at the undergraduate level.

scholarly journals Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

2019 ◽  
Vol 11 (13) ◽  
pp. 13
Author(s):  
Adepeju M. Lateef ◽  
Euphemia M. Mhlongo
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Nursing Educators ◽  
South West ◽  
The Future

BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

Nursing Students’ Perceptions and Expectations Regarding the Use of Technology in Nursing Education

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Alexis Harerimana ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Postgraduate Students ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Perceptions And Expectations

Technological innovations are changing the face of nursing education, with teachers being expected to integrate best teaching practices in the classroom and to ensure that nursing students are motivated and engaged. Taking into consideration students’ needs is essential to provide successful integration of the technology in teaching and learning. This paper aims to explore nursing students’ perceptions and expectations regarding the use of technology in nursing education. A descriptive quantitative research design was used, and the study was conducted at a selected university in South Africa. A total of 150 nursing students completed the questionnaires, with the data being analysed descriptively using SPSS version 25. The nursing students reported that educators used technology to deliver course instructions (96.7%), and encouraged students to use it for creative or critical thinking tasks (95.3%). They were encouraged by their educators to use their own technology devices (94.7%) and online platforms (94.7%). More undergraduate students perceived that nurse educators used technology at school (15.63 ± 2.54) than postgraduate students (14.41 ± 3.07) (U =1341.00, p = .044). Overall, 77.3 per cent of the nursing students expected the use of technology in teaching, mainly Moodle (88.7%), search tools (75.3%), podcasts and videocasts (66.7%), EndNote (62.7%), and Turnitin (48.7%). The majority of the students (82.1%) from the lower academic levels (first and second year) had a high expectation of the use of technology compared to 71.2 per cent of the higher levels (third and fourth year). The use of technology in teaching requires nurse educators to have adequate skills to make it a powerful tool for teaching and learning. Much more effort should be put in motivating students to use various technological tools, and ensuring that they have adequate skills, particularly at the entry level.

scholarly journals Nurse educators’ reflections on factors that contributed to their resignation at a public nursing college in Johannesburg, South Africa

2021 ◽  
Vol 11 (12) ◽  
pp. 61
Author(s):  
Vhothusa Edward Matahela
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Working Environment ◽  
Structured Interviews ◽  
Retention Strategies ◽  
Data Saturation ◽  
The Face ◽  
Nursing College

Background and objective: There is a shortage of nurses in the country and worldwide, and the problem is compounded by the resignation of nurse educators. When nurse educators resign, they leave with their expertise and skills, thus compromising the provision of quality teaching and learning in the institution. It is imperative that a study to determine the factors contributing to the resignation of nurse educators be conducted.  The aim of the study was to explore and describe the factors that contributed to the resignation of nurse educators at a Johannesburg nursing college in South Africa. Methods: A qualitative, exploratory, descriptive and contextual research design was used to provide an in-depth description of factors that contributed to nurse educators resigning from a Johannesburg nursing college. Individual semi-structured interviews were conducted with 15 purposively selected nurse educators, using audiotapes until data saturation. Data were analysed by the researcher and an independent coder using the Tesch protocols on thematic analysis. Trustworthiness was achieved using Lincoln and Guba’s strategies.Results: Three themes emerged, namely: experience of an unappreciative working environment; negative influences on the ‘self’ of the nurse educator; and the need for career advancement and professional growth.Conclusions: The provision of quality nursing education to produce nurses will be difficult in the face of nurse educators resigning from their posts. There is a need to implement retention strategies to create an appreciative working context for nurse educators in the institution.

scholarly journals Nurse educators’ perceptions of their own self-leadership: An explorative qualitative inquiry

2021 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Vhothusa Edward Matahela
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Education Institution ◽  
Qualitative Inquiry ◽  
Learning And Teaching ◽  
Institutional Management ◽  
Descriptive Research ◽  
Data Saturation ◽  
Group Interviews ◽  
And Control

Background and objective: Organisations, including academic institutions, are moving away from the traditional top-down command and control leadership styles to a focus on internal leadership (self-leadership) of staff. In the absence of traditional external leadership, individuals with self-leadership skills and qualities can make smart decisions to achieve organisational success. Despite the availability of literature studies on nurses’ self-leadership, there is a dearth of studies addressing self-leadership in nurse educators. It is imperative that a study exploring nurse educators' perceptions regarding their self-leadership be conducted to achieve a comprehensive understanding of the phenomenon. This would assist in identifying the role that stakeholders play in creating an enabling academic environment that promotes the development, the practice, and supportive interventions of self-leadership. This study sought to explore and describe the perceptions of nurse educators regarding their self-leadership and how this can be facilitated in a nursing education institution (NEI) context.Methods: A qualitative, exploratory, and descriptive research design was used to provide an in-depth exploration of the perceptions of nurse educators regarding their self-leadership in an NEI setting.  Four semi-structured focus group interviews were conducted with purposively selected nurse educators, and audiotaped until data saturation resulted. The researcher and an independent coder analysed the data using Tesch protocols on thematic analysis. Lincoln and Guba’s strategies were used to achieve trustworthiness.Results: Two themes emerged, namely: nurse educators’ perceptions of self-leadership; and the facilitation of self-leadership in nurse educators.Conclusions: The nurse educators mirrored themselves as leaders in action and are aware of the importance of their engagement in self-leadership activities in learning and teaching. Facilitating self-leadership within nurse educators was perceived to be the responsibility of individual nurse educators, and to a certain extent their colleagues, and that of the institutional management team.

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