The challenges of clinical education in nursing: A qualitative analysis of nursing students and clinical instructors' perspectives

2021 ◽  
Vol 8 (4) ◽  
pp. 260
Author(s):  
Mina Gaeeni ◽  
Hoda Ahmari Tehran ◽  
Mahboubeh Rezaei ◽  
Ashraf Khoramirad ◽  
Ahmad Parizad
Keyword(s):  
Nursing Students ◽  
Qualitative Analysis ◽  
Clinical Education ◽  
Clinical Instructors

Crossing the “Ascent to Competence” Borders Into Privileged Belongingness Space: Practical Nursing Students’ Experiences in Clinical Practice

2018 ◽  
Vol 51 (2) ◽  
pp. 94-104
Author(s):  
Viola Manokore ◽  
Genelie Ivana Rosalia ◽  
Fauziya Ali ◽  
Sarah Letersky ◽  
Ivy Owusu Piadu ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Clinical Education ◽  
Sense Of Belonging ◽  
Practical Nursing ◽  
Clinical Instructors ◽  
Competence Framework ◽  
Gain Access ◽  
Practical Nursing Students

Background There is substantial evidence that students’ sense of belonging in clinical practice influence their motivation, learning, and acquisition of skills. Despite the importance of belongingness in clinical education, not many studies have been done in the Canadian context in general and practical nurse education in particular. Purpose The main objective of this study was to explore practical nursing students’ experiences in clinical education with regard to their sense of belongingness. In addition, we also examined clinical instructors’ experiences in fostering a sense of belongingness to students in clinical settings. Methods Ascent to competence conceptual framework was used as an analytic lens in this study. Students enrolled in a two-year diploma in practical nursing and their instructors participated in the study. A total of 12 students and 4 clinical instructors participated in the in-depth semistructured one-on-one interviews. Inductive and deductive thematic analysis was used to analyze the data. Deductive analysis used predetermined themes as per ascent to competence framework. Inductive thematic analysis allowed us to provide additional themes on concepts that could not be effectively explained by the predetermined themes. Results Students described the uniqueness of their instructors and clinical sites as important attributes that enable them to cross various “borders” as they gain access to a “belongingness space” of acceptance, respect, and competency. Productive learning experiences were achieved by students who felt supported and “granted permission” to enter the belongingness space. The instructors highlighted their perceived roles in providing scaffolding supports they thought would help students feel a sense of belonging. Conclusions Students cross several borders as they persevere to gain access to the revered belongingness space. Clinical instructors play a major role in assisting students to enter the belongingness space where meaningful learning occurs.

Nursing Student’s Competence in Clinical Education

2021 ◽  
Vol 6 (14) ◽  
pp. 45-50
Author(s):  
SENNUR KULA ŞAHİN ◽  
Nihal SUNAL ◽  
İnsaf ALTUN
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Clinical Education ◽  
Assessment Tool ◽  
Student Nurses ◽  
Academic Competence ◽  
Clinical Instructors ◽  
Education Assessment ◽  
Safety Awareness ◽  
The Mean

Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

scholarly journals Nursing Students' Experiences of Clinical Education: A Qualitative Study

2018 ◽  
Vol 36 (3) ◽  
pp. e04-e04 ◽  
Author(s):  
Leila Bazrafkan ◽  
◽  
Majid Najafi Kalyani ◽  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Clinical Education

Nursing Students’ Experiences With Death and Terminal Patients During Clinical Education

2020 ◽  
pp. 003022282095051
Author(s):  
Şenay Gül ◽  
Seyhan Demir Karabulut ◽  
Handan Eren ◽  
Mahinur Durmuş İskender ◽  
Zehra Göçmen Baykara ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Health Professionals ◽  
Qualitative Data ◽  
Secondary Analysis ◽  
Focus Group Interviews ◽  
Factors Affecting ◽  
Dying Patients ◽  
Group Interviews ◽  
First Time

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.

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

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
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.

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

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

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

2019 ◽  
Vol 12 (1) ◽  
pp. 75-82 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document