Tverrprofesjonell klinisk praksis for helsefagstudenter som en del av den ordinære praksisperioden, En casestudie fra en akutt geriatrisk-, slag - og rehabiliteringsavdeling

Interdisciplinary Professional clinical practice for health sciences students as part of the regular work placement- a casestudy from an acute geriatric - stroke and rehabilitation department.This study describes students' experiences of interdisciplinary clinical practice (ICP) in an emergency department of geriatrics, stroke and rehabilitation in Norway. The purpose of this study was to investigate whether ICP has contributed to the students' knowledge of their own and other professional' expertise and expanded understanding of patients' rehabilitation needs. 19 students; nursing, occupational therapist, physiotherapist and social worker students were represented in the study. A model with various learning activities was developed in collaboration between two university colleges and the department. ICP lasted two weeks during a regular practice period. Students' experiences were evaluated through focus group interviews. The study concludes that collaboration in patient situations is essential for the students awareness of each other's disciplines, expanded perspective on own subjects and the patients need of rehabilitation. The short length of stay in the department led to increased focus on interaction early in the patient care.

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

SAGE Open Nursing ◽

10.1177/2377960820981786 ◽

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.

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An Interprofessional E-Learning Resource to Prepare Students for Clinical Practice in the Operating Room—A Mixed Method Study from the Students’ Perspective

Healthcare ◽

10.3390/healthcare9081028 ◽

2021 ◽

Vol 9 (8) ◽

pp. 1028

Author(s):

Ann-Mari Fagerdahl ◽

Eva Torbjörnsson ◽

Anders Sondén

Keyword(s):

Clinical Practice ◽

Operating Room ◽

Clinical Placement ◽

Focus Group Interviews ◽

Learning Resource ◽

Preparedness For Practice ◽

Perceived Preparedness ◽

E Learning ◽

Group Interviews ◽

Medical Programs

The operating room is a challenging learning environment for many students. Preparedness for practice is important as perceived stress and the fear of making mistakes are known to hamper learning. The aim was to evaluate students’ perspectives of an e-learning resource for achieving preparedness. A mixed methods design was used. Students (n = 52) from three educational nursing and medical programs were included. A questionnaire was used to explore demographics, student use of the e-learning resource, and how the learning activities had helped them prepare for their clinical placement. Five focus group interviews were conducted as a complement. Most students (79%) stated that the resource prepared them for their clinical placement and helped them to feel more relaxed when attending to the operating room. In total, 93% of the students recommended other students to use the e-learning resource prior to a clinical placement in the operating room. Activities containing films focusing on practical procedures were rated as the most useful. We conclude that an e-learning resource seems to increase students’ perceived preparedness for their clinical practice in the operating room. The development of e-learning resources has its challenges, and we recommend student involvement to evaluate the content.

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Community-based Rehabilitation Needs: Perceptions of Individuals with Brain Injury and Their Families in the Midwestern United States

Australian Journal of Rehabilitation Counselling ◽

10.1017/jrc.2013.18 ◽

2013 ◽

Vol 19 (2) ◽

pp. 155-163 ◽

Cited By ~ 4

Author(s):

Veronica I. Umeasiegbu ◽

Brittany Waletich ◽

Laura A. Whitten ◽

Malachy Bishop

Keyword(s):

Brain Injury ◽

Family Involvement ◽

Independent Living ◽

Descriptive Analysis ◽

Focus Group Interviews ◽

Community Based ◽

Community Based Rehabilitation ◽

Group Interviews ◽

Rehabilitation Needs ◽

Age Range

This study investigated the rehabilitation and services needs, rehabilitation goals and barriers of individuals with brain injury (n = 81, males = 59%, females = 41%, age range 18 to 87), and their family members (n = 19; females = 75%, age range 18 to 65), (ethnicity = white = 89%). Data were collected using a survey instrument and focus group interviews. A descriptive analysis of the quantitative data was conducted, while content analysis was used to analyse the qualitative data. Results suggest that individuals with brain injury and their families experience many unmet needs across the domains of employment, independent living, financial resources and housing. Family involvement was found to be important to community participation after brain injury.

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Digital Network as a Learning Tool for Health Sciences Students

Seminar.net ◽

10.7577/seminar.2395 ◽

2012 ◽

Vol 8 (2) ◽

Author(s):

Ragnhild Nilsen

Keyword(s):

Health Sciences ◽

Online Discussions ◽

Online Course ◽

Focus Group Interviews ◽

Web Based ◽

Educational Backgrounds ◽

Digital Network ◽

Health Sciences Students ◽

Group Interviews ◽

The University

An online learning module for health sciences students with various educational backgrounds was implemented at the University of Tromsø (UiT). The purpose of this article is to examine how participation in a joint, web-based course can be a didactic tool that promotes motivation and contributes to interactions among health sciences students. The study is based upon findings from focus group interviews with students who participated in a joint online course, as well as on recordings of activity in online discussions.

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Online Communities of Inquiry in Higher Education

Applied E-Learning and E-Teaching in Higher Education ◽

10.4018/978-1-59904-814-7.ch013 ◽

2009 ◽

pp. 265-289

Author(s):

Ann Donohoe ◽

Tim McMahon ◽

Geraldine O’Neill

Keyword(s):

Higher Education ◽

Clinical Practice ◽

Online Communities ◽

Review Of The Literature ◽

Focus Group Interviews ◽

Recommendations For Practice ◽

Group Interviews ◽

Pedagogical Frameworks ◽

Communities Of Inquiry

The primary purpose of this chapter is to explore how online communities of inquiry can be developed to facilitate students to engage in reflective practice. The discussion begins with a critical review of the literature, examining the role of educational technology within higher education and the need to develop pedagogical frameworks for its use in practice. An overview of an action research study is presented that used communities of inquiry to facilitate registered nurses to critically reflect on clinical practice. The preliminary findings from focus group interviews indicate that learners viewed their participation in online communities of inquiry as a beneficial aid to reflection. The chapter concludes with recommendations for practice and for further research in the area of online communities of inquiry.

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Experiences of Perception of Nursing Students' Rights in Clinical Practice

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2019.25.4.471 ◽

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.

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Sykepleierstudenters erfaring med relevansen av vitenskapsteori i praksisstudiene

Nordisk tidsskrift for helseforskning ◽

10.7557/14.2562 ◽

2013 ◽

Vol 9 (1) ◽

pp. 35 ◽

Cited By ~ 1

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

AbstractNursing students’ experiences of the relevance of the theory of science in clinical practiceThis article presents nursing students’ experiences of the relevance of the theory of science in 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.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 “right” answers.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17238880 ◽

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.

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

BMC Nursing ◽

10.1186/s12912-019-0376-5 ◽

2019 ◽

Vol 18 (1) ◽

Cited By ~ 7

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.

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

BMC Nursing ◽

10.1186/s12912-021-00747-4 ◽

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.

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