scholarly journals Simulering er ikke til å spøke med: Helsefagstudenters erfaringer fra tverrprofesjonell teamtrening med bruk av simuleringsmetodikk

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Marit Breivik ◽  
Tone Johnsgaard ◽  
Marit Hegg Reime
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Team Training ◽  
Interprofessional Team ◽  
Healthcare Students ◽  
Inadequate Knowledge ◽  
Quality Of Patient Care ◽  
Group Interviews

Simulation is no joke: Healthcare students’ experiences of interprofessional team training using simulation methodologyInterprofessional learning through simulation involves different professions who learn with, from and about each other. This study describes healthcare students’ experiences with interprofessional team training. Three focus group interviews were conducted with medical students and nursing students from the bachelor program and the postgraduate program. Data were analyzed according to the method of qualitative content analysis by Graneheim and Lundman. The findings show that making mistakes seems to be beneficial to the quality of patient care as it made the students more vigilant when they returned to clinical practice. Simulated settings seem to be a powerful arena for learning patient safety practices and facilitating transfer of this awareness to clinical practice. The findings also show that the various professions have inadequate knowledge of each other's expertise. Interprofessional learning through education appears to be necessary for the health professions to strengthen their ability to work together in the future.

scholarly journals Head Nurses' Experiences in Clinical Practice Education of Nursing Students: A Qualitative Research

2018 ◽  
Vol 24 (4) ◽  
pp. 337-346 ◽  
Author(s):  
Young A Park ◽  
Eun Hi Kong ◽  
Yu Jin Park
Keyword(s):  
Clinical Practice ◽  
Data Analysis ◽  
Nursing Students ◽  
Clinical Education ◽  
Qualitative Content Analysis ◽  
Content Analysis Method ◽  
Qualitative Descriptive ◽  
Field Notes ◽  
Practice Education

Purpose: The aim of this study was to understand and describe difficulties and needs experienced by head nurses in the clinical practice education of nursing students. Methods: A qualitative descriptive method was employed. A convenience sampling method was used to recruit participants from four hospitals in South Korea. Twenty-one head nurses participated in the first interview and 17 of them participated in the second interview. Data were collected through two in-depth interviews and field notes were written. Qualitative content analysis method was utilized for data analysis using ATLAS.ti 6.2 software. Results: Thirty-one codes and twelve categories were identified. Four themes emerged from data analysis, which included 'too many tasks', 'limitations of student education', 'many differences', and 'lack of support and resources.' Conclusion: This qualitative study described head nurses' many difficulties and needs in the clinical practice education of nursing students. The results of this study provide valuable understanding and knowledge of head nurses' experiences in students' clinical education, which leads to improvement of the quality of clinical education for nursing students.

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.

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.

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Interprofessional Education ◽  
Linear Regression Analysis ◽  
Univariate Analysis ◽  
Team Training ◽  
Adaptive Communication ◽  
Undergraduate Nursing ◽  
Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

scholarly journals Shadowing: Interprofessional Learning

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Frøydis Perny Vasset ◽  
Synnøve Hofseth Almås
Keyword(s):  
Nursing Students ◽  
Quality Of Healthcare ◽  
Negative Stereotypes ◽  
Pedagogical Intervention ◽  
Clinical Placements ◽  
Professional Boundaries ◽  
Group Interviews ◽  
Complex Health Problems

Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.Conclusions: This kind of shadowing might be an ideal model for educationalinstitutions seeking to implement IPL.

scholarly journals Assessment of nursing students in clinical practice - An intervention study of a modified process

2017 ◽  
Vol 7 (11) ◽  
pp. 111 ◽  
Author(s):  
Rita Baumgartner ◽  
Cecilia Häckter Ståhl ◽  
Katri Manninen ◽  
Ann-Marie Rydholm Hedman
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Intervention Study ◽  
Assessment Tool ◽  
Qualitative Content Analysis ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Learning Goals ◽  
The University ◽  
Modified Assessment

Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors.Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data.Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced.Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers’ involvement can be seen as a form of professional development of the supervisors’ group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

scholarly journals Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

2018 ◽  
Vol 8 (9) ◽  
pp. 87
Author(s):  
Kaisa Bjuresäter ◽  
Sister Tessy Sebastian ◽  
Bhalchandra Kulkarni ◽  
Elsy Athlin
Keyword(s):  
Job Satisfaction ◽  
Quality Of Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Collaborative Model

Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses’ interest, attitudes, utilisation, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the earning environment, job satisfaction, and nursing quality.Methods: A descriptive, comparative design was used with pre- and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital.Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project.Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

scholarly journals A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Shahnaz Karimi ◽  
Fariba Haghani ◽  
Nikoo Yamani ◽  
Majid Najafi Kalyani
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Qualitative Inquiry ◽  
Clinical Settings ◽  
Nursing Educators ◽  
Reflective Process ◽  
Semistructured Interviews

Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students’ reflective process on experiences. The findings revealed that the nursing students’ reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

scholarly journals Educational needs for practicing neonatal intensive care among Korean nursing students

2021 ◽  
Vol 27 (4) ◽  
pp. 339-353
Author(s):  
Hyun Young Koo ◽  
Bo Ryeong Lee
Keyword(s):  
Intensive Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Medical Equipment ◽  
Neonatal Intensive Care ◽  
Qualitative Content Analysis ◽  
Educational Needs ◽  
Faculty Members ◽  
Care Practice ◽  
Team Members

Purpose: This study was conducted to investigate the educational needs for practicing neonatal intensive care among Korean nursing students.Methods: An explorative, sequential, mixed-methods design was used. Qualitative content analysis was conducted of in-depth interviews of six nursing students, five clinical practice faculty members, and five nurses in the neonatal intensive care unit. The results of a survey of 174 nursing students were analyzed quantitatively.Results: Nursing students, clinical practice faculty members, and nurses wanted opportunities for direct nursing practice and education in school during neonatal intensive care practice. In terms of specific educational content, nursing students expressed the highest observation-related educational needs for communication with medical team members, and they expressed the highest practice-related educational needs for operating medical equipment used for neonatal intensive care. The nursing students' needs with regard to the method of practice education were highest for orientation from the head nurses.Conclusion: Communication and operating medical equipment were found to be areas with high educational needs for practicing neonatal intensive care among Korean nursing students. Further research is needed to develop an educational framework and setting for practicing neonatal intensive care that would meet their needs.

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