scholarly journals Towards a conceptual framework for preceptorship in the clinical education of undergraduate nursing students

2008 ◽  
Vol 30 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Melanie Zilembo ◽  
Leanne Monterosso
Keyword(s):  
Nursing Students ◽  
Conceptual Framework ◽  
Clinical Education ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Breastfeeding Attitudes and Knowledge in Bachelor of Science in Nursing Candidates

2014 ◽  
Vol 23 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Aurora C. Vandewark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Health Care Professionals ◽  
Attitude Scale ◽  
Undergraduate Nursing Students ◽  
Bachelor Of Science ◽  
Breastfeeding Knowledge ◽  
Undergraduate Nursing ◽  
Important Health

Breastfeeding is an important health topic worldwide, although lack of breastfeeding knowledge is noted among health-care professionals. The purpose of this study was to explore the relationship between breastfeeding knowledge and attitudes in undergraduate nursing students at the beginning and end of their clinical education. An electronic survey, based on the Iowa Infant Feeding Attitude Scale and the Breastfeeding Knowledge Questionnaire, was administered. Attitude scores did not differ significantly between groups. Total knowledge scores between groups differed modestly (p = .006). Correlations between total knowledge and total attitude scores were found (r[89] = .482, p < .000). Respondents reported that nursing education effectively teaches breastfeeding and that breastfeeding advocacy through patient education is a crucial nursing role.

A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students

2020 ◽  
Vol 33 (2) ◽  
pp. 159-164
Author(s):  
Margaret G. Landers ◽  
Mairin O’Mahony ◽  
Bridie McCarthy
Keyword(s):  
Nursing Students ◽  
Clinical Experience ◽  
Clinical Education ◽  
Educational Program ◽  
Theoretical Framework ◽  
Clinical Learning ◽  
Undergraduate Nursing Students ◽  
Clinical Competencies ◽  
Undergraduate Nursing ◽  
Novice To Expert

The aim of this is paper is to propose Benner’s “Novice to Expert” Framework to underpin learning for students as they progress through the clinical components of an undergraduate nursing educational program. Steinaker and Bell’s “Experiential Taxonomy” is presented as a practical medium for itemizing the nursing activities novices are exposed to at the initiation of clinical experience and to the clinical competencies expected of nurses on completion of their educational program. The authors also propose a range of theories of learning applicable to the clinical education of undergraduate nursing students, which can be maximized to enhance clinical learning.

scholarly journals Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

2020 ◽  
Vol 9 (3) ◽  
pp. 182-189
Author(s):  
Asghar Khan ◽  
Hamida Begum
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
P Value ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Teachers ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Khyber Pakhtunkhwa ◽  
Undergraduate Nursing

Background: Nursing students apply theoretical and evidence-based knowledge on real patients in clinical placements, thus poor clinical education may affect their performance along with patient care. The perceptions of nursing internees may serve as a solid evidence of issues in clinical learning. The objective of this study was to identify issues regarding clinical learning among undergraduate nursing students. Material and Methods: A descriptive cross-sectional design was employed to collect data from a sample of 72 graduated Nursing Internees from Nursing Colleges in the Khyber Pakhtunkhwa (KPK) province of Pakistan. This study was conducted from April 2019 to August 2019. A Questionnaire in the form of Likert scale was developed for data collection regarding past experiences of their undergraduate studies. SPSS 22 was used for analysis. Chi-squared test was used to compare between male/female, public/private clinical placements and public/private colleges, respectively.    Results: Of the participants 79% (n=57) were male and 21% (n=15) were female. Mean age of participants was 24.29±1.72 years. Four barriers in clinical education due to deficiencies in educational institutions included: shortage of clinical teachers (76.4%), clinical teachers rarely visited students (75%), too many students were supervised by a single teacher (81.9%) and students are overloaded with too many written assignments (75%). The P-value for shortage of clinical teachers was statistically significant (P=.016). The main barriers in clinical education attributed to clinical settings or the hospitals were behavior of the hospital staff resulting in the loss of students’ confidence (73.6%) and anxiety of students to perform wrong procedures (73.6%).  However, none of these barriers in clinical education were statistically significant (P>0.05). Conclusion: Findings of the study illustrated dissatisfaction of graduate nursing internees regarding the clinical education as almost all the issues received more than 50% responses. Key words: Clinical placement, Clinical Nursing teacher, Nursing internees, Student nurses

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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