Relevant bibliographies by topics / Nursing student's experiences of clinical

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Academic literature on the topic 'Nursing student's experiences of clinical'

Author: Grafiati
Published: 11 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Nursing student's experiences of clinical"

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De Santa, Pravina Mahadalkar, and Lily Podder Bera. "Nursing Student's Clinical Learning Experiences and the Barriers Faced." International Journal of Nursing Education 8, no. 2 (2016): 169. http://dx.doi.org/10.5958/0974-9357.2016.00070.2.

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Mahasneh, Deema, Noordeen Shoqirat, Arwa Alsaraireh, Charleen Singh, and Lee Thorpe. "From Learning on Mannequins to Practicing on Patients: Nursing Students' First-Time Experience of Clinical Placement in Jordan." SAGE Open Nursing 7 (January 2021): 237796082110042. http://dx.doi.org/10.1177/23779608211004298.

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Introduction Although clinical nursing placement is an indispensable component of student nurses' education, data on students' first clinical experiences is scarce in developing countries. Objectives The study aim is to uncover nursing students' first-time clinical placement experience and identify related influencing factors in Jordan. Methods: Focus group discussions (n=4) were used. Results The results showed that the transition from learning with mannequins to practicing on real patients in the clinical placement involved both effective learnings through hands-on practice to dealing with clinical challenges. Students perception of nursing ranged from positive comments such as “humanistic” and “nursing almost medicine” to negative images such as “nursing is all about bedside care” and “nursing has poor social status.” Conclusion Students' experience in their first clinical placement is multifaceted, and incorporation of student's perspective in the first clinical placement is a crucial component of educational planning.
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Park, Chansun, and Sukoung Yuny. "Nursing students Clinical Experiences." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 7 (July 31, 2017): 325–35. http://dx.doi.org/10.14257/ajmahs.2017.07.19.

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Yoo, Kyung Hee, and Jong Kyung Kim. "Nursing students’ experiences of violence during a clinical practicum: A literature analysis." Journal of Korean Academic Society of Nursing Education 28, no. 3 (August 31, 2022): 268–83. http://dx.doi.org/10.5977/jkasne.2022.28.3.268.

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Purpose: The purpose of this study is to identify the trends related to nursing students’ experiences of violence and to propose a method to build a practice environment safe from violence in nursing students’ practicums.Methods: Using three databases, data on the experiences of violence in nursing student practice recorded in domestic studies from 2011 to 2022 were collected and analyzed.Results: In this study, 23 studies were analyzed, of which 19 were quantitative, four were qualitative study. In a survey conducted on the experiences of violence among nursing students during practice, verbal and physical violence, sexual harassment, and physical threats were found, and the perpetrators of the violence were patients, guardians, nurses, doctors, and hospital staffs. It was also found that the experiences of violence in nursing students' practice were negatively related to occupational identity, depression, burnout, and stress.Conclusion: It is necessary to develop an intervention program to reduce depression and increase self-esteem in order to better establish a student's career identity and to prepare a plan to build safe practices for nursing students.
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Cha, Sunkyung, Hyunjung Moon, and Eunyoung Park. "Korean Nursing Students’ First Experiences of Clinical Practice in Psychiatric Nursing: A Phenomenological Study." Healthcare 8, no. 3 (July 17, 2020): 215. http://dx.doi.org/10.3390/healthcare8030215.

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Nursing students have a more negative attitude toward psychiatric practice than other practices. In particular, Korean nursing students experience increased pressure during clinical practice in psychiatric nursing due to sociocultural and institutional influences, such as prejudices, fear, and anxiety towards mental illnesses. This study aimed to conduct an investigation on students’ first experiences of clinical practice in psychiatric nursing. Participants were 12 fourth year nursing students in South Korea. The data were collected through semi-structured interviews, and data analysis was done using Colaizzi’s phenomenological method. The students’ experiences of clinical practice in psychiatric nursing could be categorized into emotional fluctuation, burnout, transformation, and growth. The results of this study show that nursing students experienced emotional fluctuation and burnout at the beginning of their clinical practice in psychiatric nursing. At the end of the clinical practice, they experienced transformation and growth. The study suggests that nursing instructors and on-site staff need to interact with nursing students to understand the nature of these first experiences and support them through teaching and field guidance.
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Han, MiYoung, and MinKyung Jeon. "Nursing Student’s Nursing Management Clinical Practices Experiences." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 14 (June 29, 2018): 93–107. http://dx.doi.org/10.22251/jlcci.2018.18.14.93.

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Kang, Hyun-Ju, and Hye Choe. "Nursing Students' Experiences with Patient Deaths during Clinical Practice." Journal of Korean Academic Society of Nursing Education 26, no. 1 (February 28, 2020): 56–66. http://dx.doi.org/10.5977/jkasne.2020.26.1.56.

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Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.
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Ibrahim, Azza Fathi, Thoraya Mohamed Abdelaziz, and Dalal Talaat Akel. "The relationship between undergraduate nursing students' satisfaction about clinical learning environment and their competency self-efficacy." Journal of Nursing Education and Practice 9, no. 11 (September 4, 2019): 92. http://dx.doi.org/10.5430/jnep.v9n11p92.

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Competency self-efficacy (CSE) in clinical nursing practice is necessitated to be attained by the undergraduate nursing students. It is a significant indicator of the work's acceptance and commitment to nursing roles. Self-efficacy in nursing experience enhances nursing student's abilities to achieve the clinical tasks independently, mainly in wide range field of care like Medical-Surgical Nursing. Some factors are affecting competency self-efficacy in the clinical nursing practice; the most evident factor is the nursing student’s impressions with their clinical learning environment (CLE). In the light of educational preparation for nursing undergraduates, the Faculties of Nursing emphasize to preserve a high quality of clinical learning environment for clinical nursing essentials. The clinical learning environment has an apparent function in building up students' confidence, and competency self-efficacy, particularly, during clinical skills achievement. The current paper aimed to determine undergraduate nursing student's satisfaction about the clinical learning environment and their competency self-efficacy, and then investigate the relationship between both variables. Thus, the study conducted through a descriptive, correlative research design with all nursing students who enrolled in third and fourth academic semesters (second year) during their clinical training in Medical-Surgical Nursing course, Faculty of Nursing, Alexandria University, Egypt. A triple-section questionnaire was used for data collection: First; nursing student’s sociodemographic profile, Second: Clinical Learning Environment Inventory (CLEI) which was constructed by Chan in 2002. Third: Nursing Competency Self Efficacy Scale (CSES) which was developed by Kennedy in 2013. The results showed that the undergraduate nursing students at Medical-Surgical training, Faculty of Nursing, Alexandria University, have a high satisfaction level about the clinical learning environment concerning all components of the clinical placement. As well, they have a high competency self-efficacy level in all nursing activities and tasks in the clinical training. Further, there is an obvious parallel correlation between nursing student's satisfaction about clinical learning environment and their competency self-efficacy which is significant. Conclusion & Recommendations: Adequate and planned arrangements should be settled in the nursing curricula for the nursing clinical training setting. Too, the clinical instructors should encourage students' trials to do difficult nursing tasks in a successful manner which tends to increase the student's competency self-efficacy. Further researches are required to investigate the factors affecting clinical learning environment satisfaction and competency self-efficacy among nursing students in their clinical placement. Additionally, another research is necessary about; developing an educational program about student's competency self-efficacy to guide nursing instructors in clinical training.
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Moselhy, Manal Mohamed. "Nursing Students' Perception Regarding Community Health Nursing Practical Modules Experience, at the Faculty of Nursing, Modern University for Technology and Information, Egypt." Journal of Doctoral Nursing Practice 14, no. 2 (June 9, 2021): 104–14. http://dx.doi.org/10.1891/jdnp-d-20-00048.

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BackgroundLearning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education.ObjectiveAssess nursing students' perception of their learning experience with community health nursing practical modules.MethodsCross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to Modern University for Technology and Information. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory.ResultsStudents' total perception mean scores regarding the practical modules experience questionnaire was (79.82%), and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤ .042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤ .01), Clear goals and standards and Generic Skills (p ≤ .04), Appropriate Assessment and Overall Satisfaction (p ≤ .05).ConclusionNursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules.Implications for nursing educationIncreasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules.
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Palmer, Elizabeth, Taylor Edwards, and James Racchini. "High-Fidelity Simulation Meets Athletic Training Education: An Innovative Collaborative Teaching Project." Athletic Training Education Journal 9, no. 2 (June 1, 2014): 96–100. http://dx.doi.org/10.4085/090296.

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High-fidelity simulation is frequently used in nursing education to provide students with simulated experiences prior to and throughout clinical coursework that involves direct patient care. These high-tech exercises take advantage of the benefits of a standardized patient or mock patient encounter, while eliminating some of the drawbacks experienced when using healthy “live” mock patients. These same technologies have the potential to benefit athletic training students (ATSs). The purpose of our project was to expand a partnership of interdisciplinary education for ATSs and integrate simulated patient encounters for ATSs enrolled in a general medical conditions in athletic training class. The project is a collaborative teaching experience that combines an athletic training faculty member, a nursing faculty member, and a nursing simulation specialist for skill training and assessment of clinical integration proficiencies (CIPs). With the introduction of the updated (CIPs) in the Fifth Edition Athletic Training Competencies document, opportunities exist to utilize high-fidelity simulation for training and assessments that may not occur during a student's clinical experience. Our athletic training program utilized the nursing simulation laboratory equipped with a high-fidelity manikin to simulate a student-athlete who suffers an asthma attack. Athletic training students, under the supervision of their faculty member and a simulation specialist, engaged in hands-on simulations to demonstrate CIPs related to respiratory assessment and intervention. The opportunity to combine expertise in medical conditions with the availability of high-fidelity simulation manikins presents opportunities for ATSs to experience patient encounters with conditions not frequently presented or difficult to stage in real-time clinical training. In conclusion, our project showcases an interdisciplinary collaboration that provides ATSs with learning experiences using emerging technology. Athletic training students were satisfied with the opportunity to engage in simulated patient encounters in this medical conditions class.
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Dissertations / Theses on the topic "Nursing student's experiences of clinical"

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Eisert, Shelly. "Addressing Limited Clinical Experiences for Nursing Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1005.

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This descriptive case study addressed the problem that nursing students at a small community college lacked clinical experiences that promoted identification of their strengths and weaknesses in knowledge and skills expected of nurses. The interest in this individual case and purpose of this study was to understand the clinical learning activities nursing students at this site believed were effective strategies for evaluating their strengths and assessing areas needing improvement in their nursing practice. The theoretical foundation of adult learning formed the basis of this descriptive case study using a survey design to assess the students' perceptions of clinical learning activities that were effective for evaluating their strengths and weaknesses in their nursing practice. Descriptive statistics including frequencies and percentages of responses to a survey were used to summarize data related to the students' preferences for learning based on clinical activities. Key findings indicated that a large percentage of nursing students at the site strongly agreed that high-fidelity simulation was an effective strategy for evaluating strengths and assessing areas needing improvement in their nursing practice. Based on the findings, a curriculum plan with tools to prepare nursing educators to facilitate debriefing to enhance clinical learning activities was developed for the local school of nursing. The results of this study can be used by nursing educators as they integrate active learning and assessment activities, particularly high-fidelity simulation, into nursing education at this site. The findings could contribute to positive social change when nursing educators at the site are empowered to implement and assess components of the curriculum plan to positively impact nursing students' ability to reflect and evaluate their nursing practice resulting in improving their learning and nursing care.
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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
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Jackson, Bridgett Alveta. "Nursing Students' and Novice Clinical Instructors' Experiences With Clinical Instruction and Assessment." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1264.

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Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National League for Nursing's (NLN) standards for practice for academic nurse educators served as the conceptual framework for this study and was used to develop research questions related to clinical practice and assessment. Data were collected from 9 students and 6 clinical nursing faculty members who participated in anonymous, open-ended electronic questionnaires regarding use of the standards in instruction and assessment. Student clinical experience collective evaluations from 3nursing programs across the state were also used for data collection and analysis. Data were coded and themes were identified and verified through triangulation. Themes were inconsistent with the NLN standards and included no formal orientation, no preparation for the clinical instructor role, use of subjective instructor evaluations, and lack of instructor feedback. Results were used to develop a professional development program to prepare novice clinical instructors for the clinical environment according to the NLN standards. This study may result in positive social change by improving clinical experiences for nursing students in community colleges, resulting in better patient care as they assume their roles in the larger medical community.
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Senita, Julie A. "Defining Critical Thinking Experiences of Senior Nursing Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491305761316241.

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Donough, Gabieba. "Perceptions and experiences of undergraduate nursing students of clinical supervision." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86575.

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Thesis (MCur)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques.
AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.
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MacLeod, Stefanie. "Clinical nursing instructors' experiences teaching students deemed at risk of failure." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52688.

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The experience of the clinical nursing instructor (CNI) in teaching nursing students deemed at risk of failure has not been well explored in nursing literature. It may be difficult for the CNI to support as well as evaluate a student when that student’s performance is judged to be unsatisfactory or unsuccessful. The purpose of this study was to explore CNIs’ experiences in teaching undergraduate nursing students deemed at risk of failure, to discover how CNIs identify potentially unsuccessful students and to describe what supports and resources CNIs utilize to help them manage such students. A pilot study using a qualitative phenomenological approach was used to interview CNIs who had at least one experience teaching an undergraduate nursing student deemed at risk of failure at the University of British Columbia (UBC) and the British Columbia Institute of Technology (BCIT) schools of nursing. The study found that CNIs identified students at risk of failure using “red flags” that included a range of actions, behaviours, and attitudes. These red flags included deficits in the demonstrated thinking, knowledge, and skills; deficits in the social and cultural aspects of nursing practice; disorganization and tardiness; and lack of integrity. CNIs felt that early and clear communication of their concerns with faculty and students deemed at risk of failure was beneficial for both the student and CNI. CNIs made decisions to fail students by considering patient safety and objective evidence while at the same time supporting and nurturing these students by providing opportunities for success.
Applied Science, Faculty of
Nursing, School of
Graduate
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Mfombep, Gerard Epat. "ME AND MY SUPERVISORS : Nursing students clinical experiences during their first clinical placement in nursing homes-a qualitative interview study." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71075.

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Nursing has come a long way to become a subject of university study. Clinical placement is a vital part of the study in preparing students for future nursing roles as providers of care to patients. The placement within nursing homes is a compulsory part of the clinical studies. Major actors in the clinical placement are supervisors. Their actions and support are determinant for the nursing student’s experiences, in learning and development of their clinical skills.
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Richard, Elizabeth Marie. "An ethnographic exploration of novice nursing students' clinical learning experiences, backstage realities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24900.pdf.

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Magerman, Janine. "Clinical supervisors’ experience of supervising nursing students from a higher education institution in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4905.

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Magister Curationis - MCur
Nursing students’ clinical abilities are highly dependent on the quality of the clinical experience obtained, while placed in the clinical environment. The clinical environment has key role players, which include the clinical supervisor. The primary role of the clinical supervisor is to guide nursing students to become best practice nursing professionals. However, globally, literature alludes to the failure of educating institutions to deliver competent nursing professionals, to meet the needs of patients and deliver quality patient care. Anecdotal evidence at the participating university indicated the possibility that various factors such as high student supervisor ratio and increased workload for clinical supervisors may impact on the ability of the supervisors to function effectively in the clinical settings. At the participating university, this may have been due to various factors, such as large student numbers, as well as social and environmental challenges experienced by the clinical supervisors. The aim of this study was to explore and describe the lived experiences of clinical supervisors, who supervise nursing students at a higher education institution. The study employed a qualitative research approach, utilizing a descriptive phenomenological design. Purposive sampling was used to select eight (8) participants, who were all clinical supervisors of first and second-year nursing students at the HEI (Higher Education Institution) under study. Data was collected by means of in-depth interviews and analysed, using Tesch’s method of data analysis. The five (5) major themes identified, focused on the experiences of clinical supervisors regarding: time as a constraint to job productivity; the impact of the organisational culture on the fluidity of support; limited resources; interpersonal relationships as a dynamic communication process; and impact on the self. In this study, participants focused on their experience of clinical supervision as it related to time, the organisational culture, resources and the impact of the experience on the self. The researcher based on the findings concluded that clinical supervisors are generally satisfied with their jobs and they love the teaching role that they portray. They are unhappy with the circumstances, that they experiencing as challenging in which they must do their clinical supervisor job.
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Spencer, Paula. "Student nurse perceptions on commuting related to ontime arrival at clinical experiences." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3243.

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As a descriptive, pilot study utilizing an online survey, this study explores the perceptions of CSUSB student nurses related to their commute and ontime arrival at clinical sites, typically in the San Bernardino and Riverside Counties, and whether or not the commute is perceived as being stressful.
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Books on the topic "Nursing student's experiences of clinical"

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Nursing student's guide to clinical success. Sudbury, Mass: Jones and Bartlett, 2011.

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R, Williams Bradley, and Baer Charold Lee Morris, eds. Student's manual for 'Clinical pharmacology and nursing'. Springhouse, Pa: Springhouse Publishing, 1988.

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Newman, Kathleen Virginia. THE BACCALAUREATE NURSING STUDENT'S EXPERIENCE IN A PSYCHIATRIC CLINICAL SETTING: A PHENOMENOLOGICAL STUDY (NURSING STUDENT). 1991.

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Cushinberry, Aletha J. STRESS IN BACCALAUREATE NURSING STUDENTS ASSOCIATED WITH CLASSROOM AND CLINICAL LEARNING EXPERIENCES (STATE-TRAIT ANXIETY). 1986.

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Kosowski, Margaret Mary Rubritz. CLINICAL LEARNING EXPERIENCES AND PROFESSIONAL NURSE CARING: A CRITICAL PHENOMENOLOGICAL STUDY OF FEMALE BACCALAUREATE NURSING STUDENTS. 1993.

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O'Reilly-Knapp, Marye. BACCALAUREATE NURSING STUDENTS' REPORTS OF PERCEPTION OF SOCIAL SUPPORT OBTAINED AND SOCIAL SUPPORT DESIRED FROM FACULTY WHILE IN CLINICAL EXPERIENCES. 1992.

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Gaddis, Lynn Marie Ray. AN ANALYTIC DESCRIPTION OF TRADITIONAL PRE-CONFERENCE AND TRIO PRE-CLINICAL ROUNDS AS CURRICULAR EXPERIENCES TO DEVELOP DIAGNOSTIC REASONING SKILLS OF BACCALAUREATE NURSING STUDENTS. 1992.

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Speziale, Helen Streubert. A DESCRIPTION OF CLINICAL EXPERIENCE BY CLINICAL NURSE EDUCATORS AND STUDENTS. 1989.

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Payne, Lorene. Nursing Student's Guide to Clinical Success. Jones & Bartlett Learning, LLC, 2010.

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Fox, Frances McAvoy, and Cindy Tryniszewski. Student's Manual for Clinical Pharmacology and Nursing. 2nd ed. Springhouse Corporation, 1991.

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Book chapters on the topic "Nursing student's experiences of clinical"

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Koivisto, Jaana-Maija, Sara Havola, Henna Mäkinen, and Elina Haavisto. "Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence." In AI in Learning: Designing the Future, 159–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_10.

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AbstractThe COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.
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Karlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing?, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.

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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
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Finderup, Jeanette, and Kirsten Lomborg. "Evidence-Based Clinical Practice." In Leadership in Nursing: Experiences from the European Nordic Countries, 33–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_3.

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Wøien, Hilde, and Sigrid Rannem. "Research Development in the Clinical Field." In Leadership in Nursing: Experiences from the European Nordic Countries, 215–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_15.

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Hommel, Ami. "Clinical Practice Project Implementing Evidence-Based Practice." In Leadership in Nursing: Experiences from the European Nordic Countries, 287–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_19.

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Klinke, Marianne E., and Helga Jónsdóttir. "Complexity Leadership in the Collaboration Between Academia and Clinical Nursing: Searching for Harmony." In Leadership in Nursing: Experiences from the European Nordic Countries, 149–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_11.

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Kirkevold, Marit. "Developing a Clinical Nursing Research Programme: The Case of Promoting Psychosocial Well-Being in Stroke Survivors." In Leadership in Nursing: Experiences from the European Nordic Countries, 251–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_17.

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Garrett, Bernard Mark. "Mobile Clinical Learning Tools Using Networked Personal Digital Assistants (PDAs)." In Mobile Computing, 1256–60. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-054-7.ch104.

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The School of Nursing at the University of British Columbia has more than 300 nursing students engaged in supervised clinical practice in hospital and community settings around Vancouver. Likewise, the Faculty of Medicine has more than 200 medical students undertaking supervised clinical experience locally and remotely in the Prince George and Vancouver Island regions. The management of these clinical experiences and the promotion of learning while in an active clinical setting is a complex process.
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Garrett, Bernard Mark. "Mobile Clinical Learning Tools Using Networked Personal Digital Assistants (PDAs)." In Encyclopedia of Human Computer Interaction, 404–7. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch061.

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The School of Nursing at the University of British Columbia has more than 300 nursing students engaged in supervised clinical practice in hospital and community settings around Vancouver. Likewise, the Faculty of Medicine has more than 200 medical students undertaking supervised clinical experience locally and remotely in the Prince George and Vancouver Island regions. The management of these clinical experiences and the promotion of learning while in an active clinical setting is a complex process.
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Lokmic-Tomkins, Zerina, Sandeep Brar, Neville Lin, Melvin Khor, Kate Mathews, and Karl Lawlor. "Advancing Nursing Informatics Through Clinical Placements: Pilot Study." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210678.

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Work integrated learning in the space of nursing informatics is a new concept in Australian nursing curriculum. This study examined nursing students’ experiences in the pilot nursing informatics clinical placement centered on electronic medical records, their use in patient care and clinical decision making. Students completed reflective diaries of their learning during the four-week placement. Data was explored by thematic analysis. Emergent themes included: importance of adequate training in using EMR; impact of EMR on nursing workflow and patient care; shaping future career choices; forming rewarding relationships; and potential for improvements. These themes will be used to enhance teaching and learning opportunities as this pilot placement evolves into permeant part of the nursing curriculum.
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Conference papers on the topic "Nursing student's experiences of clinical"

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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.

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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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Meng, Fanping, Lina Zhou, Yuanyuan Zhao, and Min Zhang. "Clinical Teaching Experience of Emergency Nursing Students." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.42.

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Li, Hongyan. "CLINICAL EXPERIENCES OF NURSING CARE IN LEUKEMIA PATIENTS." In 2016 International Conference on Biotechnology and Medical Science. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789813145870_0037.

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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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Lee, Seong-Ran. "Effect of the Experiences of Total Knee Replacement on Clinical Satisfaction in Patients with Osteoarthritis." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.09.

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Glab, Bernadette. "“The Ultimate in Care” An Exploration of the Way Clinical Educators Harness Experiences of Death and Dying." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.92.

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Zhang, Min, and Fanping Meng. "Talking about the Experience of Improving the Teaching Quality of Nursing Students during Clinical Practice Period." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.43.

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B.D. Magobe, Nomasonto, Prof M. Poggenpoel, and Prof C. P. H. Myburgh. "The experiences of primary clinical nurse practitioners in educating patients with hypertension on health-promoting lifestyle measures at primary health care clinics in Soweto." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.24.

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Hannigan, Bradley Robert John, and Gunjan Choken. "Managing Professional Learning in Aged Residential Care Settings." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205010.

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This research focuses on the management of professional learning and development (PLD) for nursing staff in aged residential care settings from the perspective of clinical managers. The research question was: What strategies and barriers are present in the professional development of nurses in aged healthcare in Whakatū Nelson? This study uses an inductive constructivist strategy to explore this question. Semi-structured interviews were conducted from five participating organisations. All organisations were medium-sized aged-care services in the Nelson Tasman region. Inductive thematic analysis was used to organise and interpret the data to construct findings that provide insight into the experiences of the participating professional leaders. The strategies adopted by clinical managers were found to be PLD and performance management alongside the use of diverse tools to engage nurses in PLD. Shortage of time for managing PLD processes and lack of funding were found to be key barriers experienced by clinical managers in managing PLD for nurses. This paper contributes to the literature on leadership and management in aged-care settings by highlighting the experiences of a group of clinical managers in a small Aotearoa New Zealand city.
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Wu, Leyi, Jing Luo, and Huihui Guo. "An interactive design solution for prenatal emotional nursing of pregnant women." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001973.

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With the continuous development of interactive technology, informatization has begun to integrate into people's life[1].Having been neglected in history, postpartum depression reminds us that we need to pay attention to maternal emotional needs and prenatal care[2]. In the current situation, it is worth researching the interactive products for prenatal emotional care. According to the survey, it is not difficult to find that some speech emotion and facial expression recognition technologies in artificial intelligence are developing Which have large potential for extensive use.[3,4]. Therefore, it is necessary and feasible to design prenatal emotional diagnosis tools for pregnant women. This study has designed a product to care for pregnant women by identifying their emotional needs through AI recognition technologies. Appropriate prenatal intervention is conducive to the prevention of postpartum depression[5,6] . The use of artificial intelligence recognition technology can provide an appropriate emotional care plan. This can reduce the difficulty of training medical personnel and the difficulty of relatives caring for pregnant women. Therefore, the risk of postpartum depression can be reduced. QUESTIONCollecting opinions and information from previous studies is an important reference for this study. Therefore, this study needs to solve the following problems.1) How to design an artificial intelligence product that can accurately diagnose the emotion of pregnant women?2) How to integrate AI facial emotion recognition technology?3) How to help nurses and their families take care of users more professionally and easily through the information database?4) How to adapt the emotional care program provided by interactive products to different pregnant women? Methods:the research methods of this study are as follows:1) Observing the working process of artificial midwives and psychologists to find Which part can be assisted by machines[7].2) To understand the emotional needs of pregnant women through interview.3) To brainstorm according to the real data collected before and research findings, and then design interactive products that can practically solve the emotional care problems of pregnant women.4) Through the experiment of AI emotion recognition technologies, the feasibility of emotion recognition is verified. CONCLUSIONS:With the continuous development of artificial intelligence, more and more artificial intelligence products have entered our life [1]. This study is aimed to help pregnant women prevent prenatal and postpartum depression and maintain their health through artificial intelligence interaction technologies. This study is exploring the solution under the help of artificial intelligence after studying the problem that prenatal and postpartum emotion are neglected. This design is still in the conceptual design stage, but it seems only a matter of time before this design is applied in the future[8]. REFERENCES:[1]. Lee H S , Lee J . Applying Artificial Intelligence in Physical Education and Future Perspectives. 2021.[2]. Beck C T . Postpartum depression: it isn't just the blues.[J]. American Journal of Nursing, 2006, 106(5):40-50.[3].Ramakrishnan S , Emary I M M E . Speech emotion recognition approaches in human computer interaction[J]. Telecommunication Systems, 2013, 52(3):OnLine-First.[4]. Samara A , Galway L , Bond R , et al. Affective state detection via facial expression analysis within a human–computer interaction context[J]. Journal of Ambient Intelligence & Humanized Computing, 2017.[5]. Clatworthy J . The effectiveness of antenatal interventions to prevent postnatal depression in high-risk women[J]. Journal of Affective Disorders, 2012, 137(1-3):25-34.[6]. Ju C H , Hye K J , Jae L J . Antenatal Cognitive-behavioral Therapy for Prevention of Postpartum Depression: A Pilot Study[J]. Yonsei Medical Journal, 2008, 49(4):553-.[7]. Fletcher A , Murphy M , Leahy-Warren P . Midwives' experiences of caring for women's emotional and mental well-being during pregnancy[J]. Journal of Clinical Nursing, 2021.[8]. Jin X , Liu C , Xu T , et al. Artificial intelligence biosensors: Challenges and prospects[J]. Biosensors & Bioelectronics, 2020, 165:112412.
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Reports on the topic "Nursing student's experiences of clinical"

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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, May 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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