scholarly journals Nurses’ attitudes and behaviors during bachelor of nursing students’ clinical learning experiences

2019 ◽  
Vol 10 (2) ◽  
pp. 24
Author(s):  
Shauna L. Keil ◽  
Kathleen R. Ward
Keyword(s):  
Nursing Students ◽  
Skill Acquisition ◽  
Nursing Student ◽  
Student Perception ◽  
Statistical Significance ◽  
Night Shift ◽  
Learning Experiences ◽  
Nursing Program ◽  
Clinical Learning ◽  
Negative Experiences

Objective: This study aimed to examine the nurse-student relationship during clinical learning experiences.Methods: Students at all levels of a Bachelors nursing program completed the Nursing Student Perception of Civil and Uncivil Behaviors tool (NSPCUB) after clinical experiences during each semester over one calendar year at a small Midwestern university. The tool included 12 items, four demographic questions, and two qualitative questions.Results: A total of 302 surveys were returned. The majority of surveys were completed by second semester students on a medical-surgical unit. The majority of students had positive experiences. Night shift nurses had a significantly higher mean on two variables. There was also statistical significance between second and third semester students on two variables. There were no statistical differences between units and hospitals. Student’s comments were mostly positive, though negative experiences still occurred.Conclusions: Nurses can positively impact student’s clinical learning experiences. Students have both positive and negative experiences in the clinical setting. Several positive themes were identified including role modeling, skill acquisition/teaching, communication and critical thinking development. Negative themes also occurred including rudeness, feeling ignored and inappropriate behavior. Further research is recommended.

scholarly journals Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 998
Author(s):  
Lucija Gosak ◽  
Nino Fijačko ◽  
Carolina Chabrera ◽  
Esther Cabrera ◽  
Gregor Štiglic
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Student Perception ◽  
Psychometric Testing ◽  
Educational Environment ◽  
Educational Process ◽  
Survey Questionnaire ◽  
Self Perception ◽  
The Mean ◽  
High Degree

At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.

scholarly journals Attitudes, Practices, and Knowledge About Human Lactation Among Nursing Students

2018 ◽  
Vol 9 (2) ◽  
pp. 59-65
Author(s):  
Ana Maria Linares ◽  
Angeline Do Nascimento Parente ◽  
Caroline Coleman
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Nursing Student ◽  
Online Survey ◽  
Nursing Program ◽  
Human Lactation ◽  
A Value ◽  
Attitudes And Knowledge ◽  
College Of Nursing ◽  
Nursing Faculty Members

Nurses are on the front line of the healthcare system and should, therefore, have the evidence-based knowledge to manage breastfeeding. The objective of this study was to assess the attitudes and knowledge about human lactation among a group of nursing students. An anonymous online survey was sent to all College of Nursing students at a local university in Kentucky. Nursing students participating in the survey favored breastfeeding over formula feeding for infants. Lack of knowledge and various misconceptions about breastfeeding were reported. Whether a nursing student has or has not completed a class about human lactation during the nursing program, and has had or not had children, significantly influences their attitudes and knowledge toward breastfeeding. Future studies should focus on identifying if nursing faculty members and nursing students recognize human lactation as a value and central knowledge for nurses.

Adverse events witnessed by nursing students during clinical learning experiences: Findings from a longitudinal study

2018 ◽  
Vol 20 (4) ◽  
pp. 438-444 ◽  
Author(s):  
Simone Stevanin ◽  
Giulia Causero ◽  
Antonietta Zanini ◽  
Giampiera Bulfone ◽  
Valentina Bressan ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Nursing Students ◽  
Adverse Events ◽  
Learning Experiences ◽  
Clinical Learning

scholarly journals Graduate experiences with transnational nursing education: a qualitative enquiry

2019 ◽  
Vol 32 (3) ◽  
pp. 562-573
Author(s):  
Vasanthrie Naidoo ◽  
Maureen Nokuthula Sibiya
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Culture Shock ◽  
Nursing Program ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Cross Border ◽  
Education Delivery ◽  
Graduate Experiences

Purpose The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE). Design/methodology/approach The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation. Findings This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student. Research limitations/implications Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing. Practical implications The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities. Originality/value This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals Nursing Students Readiness Through Clinical Learning

2021 ◽  
Vol 9 (1) ◽  
pp. 126-132
Author(s):  
Sondang R. Sianturi ◽  
◽  
Lia Natalia
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Research Method ◽  
Quantitative Method ◽  
Nursing Student ◽  
P Value ◽  
Clinical Learning ◽  
Measuring Instrument ◽  
Good Service ◽  
Conducive Environment

Students’ experiences in doing clinical learning are a challenge in themselves where studnets interact directly with patients and face the changes that occur. Students are prepared in various aspects to deal with learning in clinics where students contact with patients. The phenomenon that occurs is students are not confident to practice and learn cases in clinic, fear of the tasks and responsibilities given. The purpose of this study is to describe of nursing student readiness when practice in clinical setting at the Nursing Institution in Jakarta. This research method is a quantitative method with a correlative design with 219 samples (nursing students). The measuring instrument used in this study is by using the CLES questionnaire, motivation and anxiety faced by students. The results showed that the RMSEA value is 0.000, which means that the fit of the model is good or good fit and 90% internal confidence, and there is an influence from the environment (p value 0,000), motivation (p value 0,000) and anxiety factors (p value 0,000) to the readiness students doing clinical learning. Therefore, to get good service quality in nursing education, collaboration between health care and education is very important to create a conducive environment for students to conduct clinical learning.

scholarly journals Perceived Barriers in Communicating with Nurses and Patients During Clinical Learning among Nursing Students of Two State Universities in Sri Lanka

2020 ◽  
Vol 1 ◽  
Author(s):  
U.H.M. Nasmil ◽  
S.M.K.S. Seneviratne
Keyword(s):  
Nursing Students ◽  
Sri Lanka ◽  
Nursing Student ◽  
Communication Barriers ◽  
Perceived Barriers ◽  
State Universities ◽  
Clinical Learning ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Validated Questionnaire

Introduction: Nursing students who undergo clinical learning in hospitals frequently communicate with nurses and patients. Communication barriers act as a burden to reach the desired quality of their learning. Previous studies indicate that barriers to communicate with nurses by nursing students are significantly higher compared to patient-related and nursing student-related barriers. This study aimed to describe perceived barriers to communicate with nurses and patients during clinical learning among nursing students of two state universities in Sri Lanka. Methods: A descriptive cross-sectional study was conducted using a convenience sample of 120 nursing students from 2 nd , 3 rd and 4 th years in the University of Sri Jayewardenepura and the Eastern University of Sri Lanka. A previously validated questionnaire, consisting three barrier categories; nurse-related, patient-related and student-related was adapted and pretested for the study. Data were analyzed using descriptive and inferential statistics in SPSS version 23. Results: The majority of participants were females (77.5%). All three barrier categories were perceived as moderate by a majority; 66.7%, 72.5% and 66.6% respectively. Nurse-related barriers had the highest overall mean score (3.31±0.56) compared to patient-related (3.12±0.64) and nursing student-related (3.00±0.68) barriers. The highest mean score (3.91±0.99) was evident for nurses’ negative attitudes towards nursing students, serious disease conditions of patients (3.75±1.03), and language differences (3.34±1.36). Conclusions: The three tested barrier categories were found to be moderate where nurse-related barriers were the highest and nursing student-related barriers were the lowest. The study recommends to provide adequate training on effective communication skills in clinical settings for nursing students. Continuing education programs for nurses should also focus on facilitating student training in clinical settings.Keywords: Clinical learning, Communication barriers, Nursing students, Nurses, Patients

scholarly journals Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania

2019 ◽  
Vol 2019 ◽  
pp. 1-9 ◽  
Author(s):  
Helena Marco Gemuhay ◽  
Albino Kalolo ◽  
Robert Mirisho ◽  
Beatrice Chipwaza ◽  
Elijah Nyangena
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Experiences ◽  
Clinical Placement ◽  
Background Information ◽  
Clinical Learning ◽  
School Factors ◽  
Chi Square ◽  
Factors Influencing ◽  
Northern Tanzania

There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study relied on a cross-sectional analysis of data collected from nursing schools in Northern Tanzania in which 208 (123 nursing students and 85 nurse tutors) participants were recruited in the study. Data was gathered using a self-administered questionnaire which collected information on sociodemographic characteristics and factors influencing clinical practice categorized in students’ factors, hospital based factors, social-economic factors, and nurse tutors opinions assessed. Descriptive analyses and chi-square test were employed to understand the background information of the sample and association between variables. Majority of the nursing students (84.4%) agreed that clinical placement offers students adequate opportunity for clinical practical learning. Barriers to effective clinical learning was reported by 70.1% of the participants and the barriers include student factors such as lack of self-confidence and absenteeism, school factors such as improper supervision, and poor preparation of clinical instructors or clinical facility factors. We found a significant association between type of barrier and gender (chi-square 0.786, p=0.020). More male nursing students (62.1%) significantly reported unsupportive environment as a barrier and anxiety was more common in female nursing students (48.9%) (p=0.020). Reporting of barriers to effective clinical learning by students from different schools of nursing was not significant (P=0.696). In addition, age of participants did not have significant association with effective clinical practice (p=0.606). Student’s factors and placement based factors played an important role to influence clinical learning experiences. Offering preclinical orientation, distributing and clarifying clinical learning objectives to students, and frequent visits and supervision of students in clinical area may improve student learning experience in clinical placement. In addition, tailoring the interventions to gender may improve learning experiences.

Changes in Taiwanese nursing student values during the educational experience

2010 ◽  
Vol 17 (5) ◽  
pp. 646-654 ◽  
Author(s):  
Yu-Hua Lin ◽  
Liching Sung Wang ◽  
Susan Yarbrough ◽  
Danita Alfred ◽  
Pam Martin
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Educational Experience ◽  
Nursing Program ◽  
Professional Values ◽  
Convenience Sample ◽  
Positive Direction ◽  
Post Test ◽  
Program Entry ◽  
Student Values

Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year of the nursing program were significantly higher than upon program entry. The ‘caring’ subscale was scored highest at both program entry and graduation, but the pre- and post-test scores were not significantly different from each other. The students scored significantly higher on the ‘professionalism’ and ‘activism’ subscales at post-test than they did at pre-test. Professional values changed in a positive direction between the beginning of the student nurses’ educational experience and their graduation. The results supported the premise that education had a positive effect on these students’ professional values but causality could not be assumed.

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