scholarly journals Sykepleierstudenters erfaring med relevansen av vitenskapsteori i praksisstudiene

2013 ◽  
Vol 9 (1) ◽  
pp. 35 ◽  
Author(s):  
Karen Louise Pedersen ◽  
Kari Anne Einarsen
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Profession ◽  
Font Size ◽  
Focus Group Interviews ◽  
Critical Perspective ◽  
Theory Of Science ◽  
Life World ◽  
Group Interviews ◽  
Gaining Insight

<p class="Toverskrift3" style="margin: 6pt 0cm;"><span style="mso-ansi-language: EN-US;" lang="EN-US"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;">Abstract</span></span></strong></span></p><p class="Toverskrift3" style="margin: 6pt 0cm;"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;"><span style="mso-ansi-language: EN-GB;" lang="EN-GB">N</span><span style="mso-ansi-language: EN-US;" lang="EN-US">ursing students&rsquo; experiences of the relevance of the theory of science in </span><span style="mso-ansi-language: EN-GB;" lang="EN-GB">clinical practice</span><span style="mso-ansi-language: EN-US;" lang="EN-US"></span></span></span></strong></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-US; mso-themecolor: text1;" lang="EN-US">This article presents nursing students&rsquo; experiences of the relevance of the theory of science in </span></em><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">clinical practice. These experiences come to light in focus group interviews with third-year students. The results show that students may perceive the theory of science as vague and meaningless, while at the same time it gives them a perspective on the nursing profession and provides an opportunity to view their own practice from a critical perspective. However, the theory of science becomes more comprehensible through metaphor, more meaningful through narratives, and more concrete via nursing theories. When the students describe their experiences of the relevance of the theory of science, these descriptions are often related to their own life-world and their view of humanity.</span></em></span></span></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">The students would nevertheless like an opportunity to discuss the theory of science related to situations in clinical practice. They also accept that they are required to be theoretically prepared. The article concludes that the goal of such discussions, where the students share experiences related to the theory of science, is the process of gaining insight, not coming up with the &ldquo;right&rdquo; answers</span></em><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">.</span></span></span></p>

scholarly journals Experiences of Perception of Nursing Students' Rights in Clinical Practice

2019 ◽  
Vol 25 (4) ◽  
pp. 471-483
Author(s):  
Sunghee Park ◽  
Hyeyoung Cho
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
University Hospitals ◽  
Focus Group Interviews ◽  
Practice Experience ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Group Interviews ◽  
Practice Methods

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

scholarly journals Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

2020 ◽  
Vol 17 (23) ◽  
pp. 8880
Author(s):  
Jaehee Jeon ◽  
Jin Hee Kim ◽  
Eun Hee Choi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Training Program ◽  
Simulation Training ◽  
Focus Group Interviews ◽  
Emergency Situations ◽  
Essential Components ◽  
Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

scholarly journals Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Jørn Hustad ◽  
Berit Johannesen ◽  
Mariann Fossum ◽  
Olav Johannes Hovland
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Learning Outcomes ◽  
Transfer Of Learning ◽  
Clinical Skills ◽  
Focus Group Interviews ◽  
Simulation Based ◽  
Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

scholarly journals Using the ‘huddle’ to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ingunn Aase ◽  
Ingrid Tjoflåt ◽  
Kristin Hjorthaug Urstad
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Focus Group ◽  
Educational Institution ◽  
Focus Group Interviews ◽  
Learning Tool ◽  
Interprofessional Teamwork ◽  
Group Interviews ◽  
Speak Up

Abstract Background Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital. Method This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis. Result The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic. Conclusion Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.

scholarly journals Supplementing Clinical Practice in Nursing Homes With Simulation Training: A Qualitative Study of Nursing Students’ Experiences

2020 ◽  
Vol 6 ◽  
pp. 237796082098178
Author(s):  
Camilla Olaussen ◽  
Ingunn Aase ◽  
Lars-Petter Jelsness-Jørgensen ◽  
Christine Raaen Tvedt ◽  
Simen A. Steindal
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Homes ◽  
Simulation Training ◽  
Research Literature ◽  
Student Experiences ◽  
Learning Support ◽  
Group Interviews ◽  
Practice Period ◽  
Sense Of Mastery

Introduction Limited access to nurse supervisors, insufficient learning support and staff with high workloads are well documented in the research literature as barriers to nursing students´ learning in clinical practice in nursing homes. Due to these barriers nursing students may benefit from additional learning support from nurse educators during their clinical practice period. Objective The study aimed to explore nursing students’ experiences of supplementary simulation training as a tool to support learning during clinical practice in nursing homes. Methods A descriptive qualitative design was used. Twenty-seven first-year nursing students from a university college in Norway were interviewed after attending a seven-week practice period in nursing homes with supplementary simulation training. Three semi-structured focus group interviews were audio recorded, transcribed, and analysed using systematic text condensation. Findings Three categories of student experiences were identified: enhancing the reasoning behind care, transferring knowledge and experiences between the learning environments and enhancing the sense of mastery. Conclusion The supplementary simulation training seemed to complement clinical practice by consolidating the students’ learning during the clinical practice period, enhance the students’ motivation and sense of mastery, and consequently their efforts to seek out new challenges, explore and learn both in the clinical and the simulated environment.

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 School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

Inclusive Clinical Practice and Policy for Muslim Nursing Students

2019 ◽  
Vol 31 (1) ◽  
pp. 100-106
Author(s):  
Amanda F. Hopkins ◽  
Wendy Carter Kooken ◽  
Elyse Nelson Winger
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
The United States ◽  
Nursing Profession ◽  
Educational Policies ◽  
Research Articles ◽  
Reasonable Accommodation ◽  
Review Of Literature ◽  
Clinical Experiences ◽  
School Of Nursing

Purpose: Increasing diversity in nursing offers opportunities and challenges. This article addresses considerations for clinical and educational policies when working with Muslim nursing students and suggests changes to facilitate inclusive environments. Approach: This article describes the twofold response of a school of nursing where Muslim nursing students encountered potential limitations in clinical experiences. Faculty conducted a review of literature and examined policies to determine barriers to inclusivity for Muslim nursing students in clinical practice. Outcomes: Few research articles exist to guide construction of inclusive practices. The review of policies for the school of nursing and clinical agencies revealed problematic language and wording that could lead to exclusive practices. Clinical Relevance: For the nursing profession to embrace diversity, faculty must be aware of the discrimination and general lack of knowledge toward Muslim nurses/students in the United States and reasonable accommodation for cultural and religious beliefs.

scholarly journals Outsourcing trust to the information infrastructure in schools

2016 ◽  
Vol 72 (6) ◽  
pp. 990-1007 ◽  
Author(s):  
Olof Sundin ◽  
Hanna Carlsson
Keyword(s):  
Information Literacy ◽  
Search Engines ◽  
Information Infrastructure ◽  
Critical Assessment ◽  
Online Information ◽  
Focus Group Interviews ◽  
Critical Perspective ◽  
Content Type ◽  
Group Interviews

Purpose This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research. Design/methodology/approach Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google. Findings The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking. Originality/value The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

scholarly journals Nursing students' experiences as dementia partners in volunteer activities: An inductive content analysis

2020 ◽  
Vol 26 (2) ◽  
pp. 146-156
Author(s):  
Dooree Kim ◽  
Yunhee Park
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Policy Support ◽  
Practical Nursing ◽  
Elderly Persons ◽  
Geriatric Nursing ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
One Year ◽  
And Behavior

Purpose: The purpose of this study was to investigate the experience of nursing students who volunteered as dementia partners for elderly persons with dementia.Methods: This qualitative study utilized focus group interviews to investigate the experiences of 20 nursing students who performed dementia partner activities for more than one year. Data were analysed using an inductive content analysis approach based on Elo & Kyngäs.Results: The analysis yielded the following four major themes: “becoming a dementia expert,” “becoming an evangelist for prevention of dementia,” “overcoming prejudices against aged with dementia,” and “acquiring motivation and skills of geriatric nursing” That means the experience as a dementia partner serves as an opportunity to broaden human understanding and shows its potential as a means to complement the effectiveness of practical nursing education.Conclusion: Dementia partner experiences have changed the perception, attitude and behavior of nursing students about the aged with dementia, so there is a need to extend this kind of experience to other students in nursing. Moreover, educational policy support should be continuously provided for this purpose.

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