Journal articles: 'Nursing student's experiences of clinical'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Alexander, Maryann. "Clinical Experiences for Unvaccinated Nursing Students." Journal of Nursing Regulation 12, no. 3 (October 2021): 3–4. http://dx.doi.org/10.1016/s2155-8256(21)00110-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Spicer, Sherri, Rebecca Heller, and Sarah Troth. "Hospice Clinical Experiences for Nursing Students." Journal of Christian Nursing 32, no. 1 (2015): 46–49. http://dx.doi.org/10.1097/cnj.0000000000000130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Natividad, Maria Jocelyn B., Ibtehal I. Qazanli, and Khalid A. Aljohani. "Lived Experiences of First Time Baccalaureate Nursing Students in the Clinical Practice." Global Journal of Health Science 12, no. 13 (November 11, 2020): 86. http://dx.doi.org/10.5539/gjhs.v12n13p86.

Full text

Abstract:

INTRODUCTION: Nursing students’ first clinical exposure may raise anxiety as they question their ability and experienced a lack of confidence as they adjust themselves in the clinical learning environment. AIM: To explore the lived experiences of first-time Baccalaureate nursing students in the clinical area. METHODS: A phenomenological qualitative research design was utilized where 18 Baccalaureate nursing students were individually interviewed. Data were analyzed using the seven steps of Collaizi’s method. RESULT: Three main themes that emerged were clinical practice on the first-hand look; uncertainties in a new learning environment; and nursing as a life-changing experience. Subthemes were recorded and explained in the research report. CONCLUSION: Nursing students who had their first-ever exposure to clinical practice had various experiences both positive and negative. The Nursing College must emphasize comprehensive orientation before students’ exposure to clinical practice.

APA, Harvard, Vancouver, ISO, and other styles

14

Hudson, Krysia Warren, Sandra Marie Swoboda, Mishiko Redd, Melissa Diane Hunter, and Nancy Sullivan. "Virtual clinical activities: Lessons learned with first semester nursing students." Journal of Nursing Education and Practice 11, no. 3 (November 20, 2020): 41. http://dx.doi.org/10.5430/jnep.v11n3p41.

Full text

Abstract:

Background and purpose: As COVID 19 impacted schools of nursing, the impact of clinical training was immediate. Students were removed from clinical sites but clinical training was necessary to continue the education of nursing students at all levels. Select virtual clinical experiences were substituted for in person clinical experience to reinforce foundational nursing skills.Results: Implementing virtual clinical activities proved to be a challenge for schools of nursing. Finding, structuring and managing activities that foster key foundational concepts for novice student nurses is imperative.Conclusions: Management of virtual clinical activities, via a SIM Center, is key in providing foundational experiences via simulation for the novice nursing student. Substituting structured virtual clinical days, with expert clinical debriefing, can provide an adequate clinical experience.

APA, Harvard, Vancouver, ISO, and other styles

15

Babenko-Mould, Yolanda, and Heather K. S. Laschinger. "Effects of Incivility in Clinical Practice Settings on Nursing Student Burnout." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 145–54. http://dx.doi.org/10.1515/ijnes-2014-0023.

Full text

Abstract:

AbstractAims. To examine the relationship between nursing students’ exposure to various forms of incivility in acute care practice settings and their experience of burnout. Background. Given that staff nurses and new nurse graduates are experiencing incivility and burnout in the workplace, it is plausible that nursing students share similar experiences in professional practice settings. Design and sample. A cross-sectional survey design was used to assess Year 4 nursing students’ (n=126) perceptions of their experiences of incivility and burnout in the clinical learning environment. Methods. Students completed instruments to assess frequency of uncivil behaviors experienced during the past six months from nursing staff, clinical instructors, and other health professionals in the acute care practice setting and to measure student burnout. Results. Reported incidences of incivility in the practice setting were related to burnout. Higher rates of incivility, particularly from staff nurses, were associated with higher levels of both components of burnout (emotional exhaustion and cynicism).

APA, Harvard, Vancouver, ISO, and other styles

16

Park, Hyoung Sook, Youngju Jee, Soon Hee Kim, and Yoon-ji Kim. "Nursing Students’ First Clinical Experiences of Death." Korean Journal of Hospice and Palliative Care 17, no. 3 (September 1, 2014): 161–69. http://dx.doi.org/10.14475/kjhpc.2014.17.3.161.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Northington, LaDonna, Robin Wilkerson, Wanda Fisher, and Laura Schenk. "Enhancing Nursing Students' Clinical Experiences Using Aesthetics." Journal of Professional Nursing 21, no. 1 (January 2005): 66–71. http://dx.doi.org/10.1016/j.profnurs.2004.11.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Khoza, L. B. "Nursing Students’ Perception of Clinical Learning Experiences." Journal of Human Ecology 51, no. 1-2 (July 2015): 103–10. http://dx.doi.org/10.1080/09709274.2015.11906900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Brewer, M. Kathleen. "Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors." International Journal of Human Caring 6, no. 1 (February 2002): 46–49. http://dx.doi.org/10.20467/1091-5710.6.1.46.

Full text

Abstract:

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

APA, Harvard, Vancouver, ISO, and other styles

20

Shomura, Masako, Haruka Okabe, Naho Yaguchi, Yoshie Tejima, Satoshi Iwamoto, Daisuke Sakurai, and Futoshi Ohyama. "Continuity from adult-nursing practice to clinical training: Reviewing students’ clinical training experience." Journal of Nursing Education and Practice 10, no. 6 (March 16, 2020): 65. http://dx.doi.org/10.5430/jnep.v10n6p65.

Full text

Abstract:

Objective: In this study, we analyzed a sample of nursing students, focusing on their self-directed learning experiences as they completed a program comprising specialized exercises and examinations and clinical training. Through this, we aimed to identify means of improving nurses’ self-directed learning skills during nursing education.Methods: Sixty-six third-year university students underwent a six-week adult-nursing training involving participatory-type simulated-patient (SP) exercises and objective structured clinical examinations (OSCEs), during which they maintained portfolios in which they noted their experiences and thoughts as they engaged in this education. We analyzed, through qualitative induction, the written data in these portfolios. We followed this by cross-sectionally integrating, using a chronological perspective, experiences reported by the same sample in previous research, consequently clarifying the structure of the students’ self-directed learning.Results: The students’ self-directed learning experiences during the adult-nursing training were divided into six classifications. Comparison of self-directed learning in participatory-type SP exercises, OSCE, and training, respectively, showed that few students applied their experience of the SP and OCSE exercises in training. However, during training they showed a strong ability to independently perform reviews of challenges that arose in actual practice and to engage in collaboration. They also showed increased desire to perform nursing.Conclusions: As the exercises and practice were not conducted consecutively, external experiences may have affected the continuity of the education, and hindered the students’ ability to maintain a sense of continuous development. Thus, encouraging students to regularly review their education may enhance their self-directed learning skills.

APA, Harvard, Vancouver, ISO, and other styles

21

Luhanga, Florence L., Vivian A. Puplampu, Sherry Arvidson, and Adeyemi Ogunade. "Nursing students’ experiences of bullying in clinical practice." Journal of Nursing Education and Practice 10, no. 3 (December 10, 2019): 89. http://dx.doi.org/10.5430/jnep.v10n3p89.

Full text

Abstract:

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

APA, Harvard, Vancouver, ISO, and other styles

22

Hyun, Myung Sun, Jennie C. De Gagne, Jeonghwa Park, and Hee Sun Kang. "Incivility experiences of nursing students in South Korea." Nursing Ethics 25, no. 2 (December 21, 2016): 186–98. http://dx.doi.org/10.1177/0969733016684546.

Full text

Abstract:

Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.

APA, Harvard, Vancouver, ISO, and other styles

23

Jin, Juhye. "Nursing Students’ Reflective Experiences through Online Clinical Nursing Practicum Education." Journal of Korean Association for Qualitative Research 7, no. 1 (May 31, 2022): 82–93. http://dx.doi.org/10.48000/kaqrkr.2022.7.82.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Kneusel, Maria. "Empowering Nursing Students: Fourteen Golden Rules for Clinical Day." Creative Nursing 22, no. 3 (2016): 181–84. http://dx.doi.org/10.1891/1078-4535.22.3.181.

Full text

Abstract:

Few nursing school experiences are as intimidating as starting a clinical rotation. By providing adequate scaffolding, clinical instructors can help empower nursing students as they begin to provide care in a variety of clinical settings. This article presents the 14 golden rules for clinical day, a unique form of scaffolding based on my own experience as a nursing clinical instructor. The right scaffolding can help students to overcome the sense of otherness they often experience at clinical sites and to blossom into competent, confident nurses who put their patients first.

APA, Harvard, Vancouver, ISO, and other styles

25

SULUHAN, Derya, Selda ŞEN, Dilek YILDIZ, and Eyyup Sabri ŞEYHANLI. "FACTORS IMPACTING NURSING STUDENTS WORKING with CHILDREN with HEMATOLOGICAL and ONCOLOGICAL MALIGNANCIES DURING THE COVID-19 PANDEMIC." GOBEKLİTEPE Saglik Bilimleri Dergisi 5, no. 10 (December 30, 2022): 9–18. http://dx.doi.org/10.55433/gsbd.123.

Full text

Abstract:

The aim of the present study was to investigate factors related to experiences faced by nursing students as they complete their pediatric clinical rotation during the COVID-19 pandemic. A qualitative research design was used in this descriptive study. Nineteen fourth-year nursing students were included in the sample. Inductive content analysis were used to assess the data for content analysis. The Consolidated Criteria for Reporting Qualitative Research (COREQ) was used to structure and report the study. Content analysis revealed two main themes, two categories of factors impacting nursing students working with children with hematological and oncological malignancies were extracted from the data. The two main themes included factors related challenges of clinical experience and facilitators for clinical experience. Factors related challenges of clinical experience consisted of four categories, including being a pediatric patient, physical problems, communication barrier, and negative feelings. Factors related facilitators for clinical experience consisted of four categories, including child’s behavior, student’s feeling, atmosphere in the ward, and characteristic of pediatric nurses. The COVID-19 pandemic increased negative feelings and experiences of nursing students in clinics, impacting their ability to cope with particularly challenging situations.

APA, Harvard, Vancouver, ISO, and other styles

26

Ko, Yeong-Ju, and Soo-Yeon Kim. "Transition Shock Experience of Nursing Students in Clinical Practice: A Phenomenological Approach." Healthcare 10, no. 4 (March 25, 2022): 613. http://dx.doi.org/10.3390/healthcare10040613.

Full text

Abstract:

Clinical practice is an irreplaceable educational field in nursing education. Nursing students prepare to become nurses by integrating theoretical and practical nursing practices during clinical practice. However, nursing students experience emotional shock in the clinical environment, which differs from the theoretical learning environment as they enter the clinical practice stage. In this study, the experiences of nursing students with transition shock were analyzed using the analysis method suggested by Colaizzi. From 10 existing subthemes, four new themes were created. Four categories derived from nursing students’ experiences of transition shock were identified as “an unbearable reality”, “feeling the difference between learning and applying nursing care”, “disappointment at the diminished presence”, and “fear of becoming a nurse”. The study results can be used as basic data for measures taken for nursing students in the field of nursing education to increase the understanding of transition shock and its reduction.

APA, Harvard, Vancouver, ISO, and other styles

27

Chang, Ting-Shan, Ya-Ling Tzeng, and Yu-Kuei Teng. "Sexual Harassment Experiences, Knowledge, and Coping Behaviors of Nursing Students in Taiwan During Clinical Practicum." International Journal of Environmental Research and Public Health 17, no. 13 (July 1, 2020): 4746. http://dx.doi.org/10.3390/ijerph17134746.

Full text

Abstract:

Sexual harassment not only endangers nursing students’ physical and mental health but also considerably affects their future willingness to engage in the field of nursing. To identify experiences, knowledge, coping behaviors, and determinants of sexual harassment among nursing students during clinical practicum, this study conducted a cross-sectional survey where a structured self-report questionnaire was used. A total of 291 senior nursing students were recruited from four universities in Central Taiwan. Sixty-six nursing students (22.7%), including 59 women (23.3%) and 7 men (18.4%), reported experiencing sexual harassment during clinical practicum. Male students scored significantly higher than female students did on knowledge of sexual harassment (p = 0.028). Female students scored significantly higher than male students did on attitudes toward preventing and coping with sexual harassment (p = 0.05). Nursing students who were older, had fathers who had higher education levels, or had undergone gender-related courses were more likely to experience sexual harassment. More than one-fifth of nursing students experienced sexual harassment during their clinical practicum, making this a formidable challenge in nursing education. Education is required to prevent sexual harassment and enhance gender sensitivity among nursing students, who are at a greater risk of experiencing sexual harassment in clinical practicum.

APA, Harvard, Vancouver, ISO, and other styles

28

Mancinelli, James M., and Meredith Kneavel. "Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1566–90. http://dx.doi.org/10.1044/2021_persp-21-00042.

Full text

Abstract:

Purpose: The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method: Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions: This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

APA, Harvard, Vancouver, ISO, and other styles

29

Anim-Boamah, Oboshie, Christmal Dela Christmals, and Susan Jennifer Armstrong. "Nursing Students’ Experiences on Clinical Competency Assessment in Ghana." Nurse Media Journal of Nursing 11, no. 3 (September 17, 2021): 278–93. http://dx.doi.org/10.14710/nmjn.v11i3.39079.

Full text

Abstract:

Background: More countries are establishing licensing examination systems for nursing education, including clinical competency assessment. In Ghana, clinical competency assessment forms part of the nursing licensing examination and is perceived as the benchmark for nursing licensing examination in the sub-region. The nationalised assessment system is established with some ad hoc changes over the last decade which requires continual evaluation. It is essential to find out how students experience this assessment system. Purpose: This study aimed to explore nursing students’ experiences of the clinical competency assessment in Ghana. Methods: An exploratory descriptive qualitative design was used in this study. Eight focus group discussions (FGDs) were conducted with 68 final year students purposively selected from eight nursing education programs. The FGDs lasted between 90 to 120 minutes. Content analysis was used to analyze the data.Results: Although the pre-examination conference between students and examiners helped lessen students’ anxiety, limited resources, incongruence in teaching, practice and assessment, inherent biases due to the unstandardised assessment system, and a financial burden compromised the quality of the assessment.Conclusion:Clinical competency assessment is central to nursing licensing examinations; hence the ability of the system to discriminate competent and incompetent nurses otherwise cannot be overemphasised. Standardisation, training of the examiners and continuous evaluation of the assessment system are imperative for quality improvement in clinical competency assessment.

APA, Harvard, Vancouver, ISO, and other styles

30

Najafi Kalyani, Majid, Nahid Jamshidi, Zahra Molazem, Camellia Torabizadeh, and Farkhondeh Sharif. "How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study." BMJ Open 9, no. 7 (July 2019): e028052. http://dx.doi.org/10.1136/bmjopen-2018-028052.

Full text

Abstract:

IntroductionOn entry into the clinical environment, nursing students are confronted with many challenges. It is a common problem throughout the world, including Iran. Although many studies have been conducted on the problems of nursing students in the clinical environment, limited information is available on nursing students’ experiences of the clinical learning environment and the way they respond to these experiences. Identifying nursing students’ experiences is essential to develop interventions to reduce challenges.ObjectiveThis study aimed to explore nursing students’ experiences in a clinical learning environment and the way they responded to these experiences.DesignThe present study was conducted based on the qualitative research design of the grounded theory methodology.SettingThis study was conducted at schools of nursing in academic settings in Iran.ParticipantsThe participants included 19 nursing students, 4 nursing instructors and 3 clinical nurses.MethodsThe data were collected using semistructured interviews, field notes and observation, and were analysed using Strauss and Corbin’s approach.ResultsStudents, as a result of the inadequacy of the educational environment, were faced with ‘confusion of identity’, stating this as their main concern. When confronted with this concern, they employed specific strategies, some of which prevented them from getting into unpleasant conditions. These strategies did not help students solve their problems and also prevented them from accepting their professional roles and responsibilities. Conversely, some other strategies led them to advanced professional development and enabled them to accept their role and the clinical environment.ConclusionAccording to the results of this study, educational policymakers should focus on improving the clinical environment. Identifying professional models and increasing their influence on management, education and clinical education, as well as teaching positive and constructive strategies, will promote positive strategies in coping with inadequate educational contexts. This is necessary for the professional development of nursing students.

APA, Harvard, Vancouver, ISO, and other styles

31

Sim, In Ok, Ok Yeon Bae, and Tae Hoon Kim. "South Korean nursing students' experiences of clinical practice in the newborn nursery and neonatal intensive care unit: A phenomenological study." Child Health Nursing Research 27, no. 1 (January 31, 2021): 3–12. http://dx.doi.org/10.4094/chnr.2021.27.1.3.

Full text

Abstract:

Purpose: While clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education.Methods: Interviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978).Results: The nursing students' experiences were grouped into four categories: “expectations for and anxiety about clinical practice", "acquisition of a wide range of knowledge regarding neonatal nursing", "challenges faced in clinical practice", and "experiencing interpersonal changes".Conclusion: The current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.

APA, Harvard, Vancouver, ISO, and other styles

32

Anthony, Maureen, and Joanne Yastik. "Nursing Students’ Experiences with Incivility in Clinical Education." Journal of Nursing Education 50, no. 3 (January 31, 2011): 140–44. http://dx.doi.org/10.3928/01484834-20110131-04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Oermann, Marilyn H., and Angela P. Lukomski. "Experiences of Students in Pediatric Nursing Clinical Courses." Journal for Specialists in Pediatric Nursing 6, no. 2 (April 2001): 65–72. http://dx.doi.org/10.1111/j.1744-6155.2001.tb00123.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Bradshaw, Martha J., and Katerine Nugent. "Clinical Learning Experiences of Nontraditional Age Nursing Students." Nurse Educator 22, no. 6 (November 1997): 40–47. http://dx.doi.org/10.1097/00006223-199711000-00009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Salehiyan, M., and MR Armat. "Clinical experiences of nursing students, a qualitative study." Journal of North Khorasan University of Medical Sciences 1, no. 2 (March 1, 2009): 57–63. http://dx.doi.org/10.29252/jnkums.1.2.3.57.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Hovey, Susan. "HOW CLINICAL SETTING AND EXPERIENCES INFLUENCE NURSING STUDENTS’ ATTITUDES TOWARD OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S758. http://dx.doi.org/10.1093/geroni/igz038.2783.

Full text

Abstract:

Abstract This study is significant because older healthcare consumers continue to rise with estimations that nearly 72.1 million persons in the United States will be over the age of 65 by 2030. A fundamental question remains, will the future nursing workforce possess the attitude and knowledge to competently provide age-friendly care to older adults. The aim of this study explores how clinical setting, previous experiences with older adults, and previous work experiences in long-term care settings influence the attitudes of first year prelicensure nursing students toward this population. Six baccalaureate nursing schools from a Midwest state in the United States participated in this descriptive, cross-sectional, correlational study. One hundred and nine participants who completed their first clinical experience participated in the study. An understanding of this experience may provide nurse educators with insight into how to design clinical learning activities so nursing students’ acquire interest in care of older adults.

APA, Harvard, Vancouver, ISO, and other styles

37

Wu, Chia-Shan, Jiin-Ru Rong, Wen-Kuei Liao, Hsun-Wen Chang, and Wei-Na Hsu. "The Clinical Learning Experiences of Nursing Students Caring for Elderly Schizophrenia Inpatients." International Journal of Studies in Nursing 4, no. 4 (September 30, 2019): 42. http://dx.doi.org/10.20849/ijsn.v4i4.660.

Full text

Abstract:

Aims: Young nursing students who are engaged in psychiatric nursing practice for the first time have many difficulties. In order to help students learn how to care for elderly patients with mental illness, this study explored student perceptions, evaluated clinical learning experiences using qualitative research methods, and assessed the experiences of student nurses in caring for elderly patients with schizophrenia in Taiwan.Methods: The data presented in this study were derived from an qualitative study based on a phenomenological approach. The 20 participants were selected from the students of a nursing college in Taiwan. Individual in-depth interviews were held with nursing students, these students were selected from the fourth-years of nursing college of associate degree. The mean age of all of the participants were 18.7(±0.46).Results: Colaizzi's analysis method was used to analyze the data. Six main themes were obtained: (1) Assessing clinical problems associated with psychiatric disorders and geriatric diseases; (2) Preparing for and engaging with the clinical internship environment; (3) Establishing relationships with elderly patients; (4) Participating in clinical learning and applying nursing knowledge and skills; (5) Shaping a good attitude towards elderly schizophrenia patients; (6) Gaining confidence in the internship process.Conclusions: Although nursing students lack clinical knowledge and situational experience in geriatric psychiatric nursing, nursing teachers need to help students be more perceptive and evaluate their clinical learning experiences, and to express themselves and reflect on the process of care delivery to hospitalized elderly patients with schizophrenia.

APA, Harvard, Vancouver, ISO, and other styles

38

Nielsen, Kirsten, Annelise Norlyk, and Jette Henriksen. "Nursing students’ learning experiences in clinical placements or simulation–A qualitative study." Journal of Nursing Education and Practice 9, no. 1 (September 10, 2018): 32. http://dx.doi.org/10.5430/jnep.v9n1p32.

Full text

Abstract:

This paper reports on a qualitative study whose aim was to investigate nursing students' learning experiences in two arenas. It is common practice all first-year nursing students to practise in a skills lab. In this study, students practised in either clinical settings or a skills lab. In the design, a phenomenological-hermeneutic approach was used. The setting was Course 2, a ten-week course including either two weeks on clinical placements or two weeks in a skills lab. The participants were six first-year students. Data were generated by participant observations and interviews and were interpreted according to Ricoeur’s theory of interpretation. The findings indicated that students learned nursing skills in both arenas. However, on clinical placements, students and preceptors began nursing the patients after 20 minutes and students subsequently reflected on practice. In the skills lab, preceptors guided the students for up to an hour before they were ready to begin performing nursing. Students with previous nursing experience and activist learning style preferred to learn on clinical placements. Students with other learning styles – even one student with previous nursing experience – seemed to prefer learning in the lab, where they felt safe, as there was no risk of harm to patients. The conclusion was that, rather than all first-year students practising in the lab, it could be valuable to consider the students’ prior experience and preferred learning style in discussions of where to begin the learning trajectory in the nursing programme.

APA, Harvard, Vancouver, ISO, and other styles

39

Park, Sunghee, and Hyeyoung Cho. "Experiences of Perception of Nursing Students' Rights in Clinical Practice." Journal of Korean Academic Society of Nursing Education 25, no. 4 (November 30, 2019): 471–83. http://dx.doi.org/10.5977/jkasne.2019.25.4.471.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

40

Park, Hyun Ju, and Hyo Ja An. "Nursing Student's Experiences on Nunchi in Clinical Practice." Journal of Korean Academic Society of Nursing Education 25, no. 1 (February 28, 2019): 48–57. http://dx.doi.org/10.5977/jkasne.2019.25.1.48.

Full text

Abstract:

Purpose: This study aimed to explore and understand nursing students' nunchi experiences in clinical practice. Methods: Participants were nursing students in the third and fourth years who had clinical experience. A total of 20 nursing students were divided into three focus groups based on their grade levels and gender. Data were collected from December 2017 to March 2018 through focus group interviews and were analyzed via Colaizzi's phenomenological methodology. Results: The study results consisted of 5 theme clusters, 11 themes, and 24 subthemes. These clusters were: confusion about ambiguous behavioral standards, effort in following social norms, concern about getting hurt, physical and psychological exhaustion, and forming social attitudes. Conclusion: These results show that nunchi has positive and negative effects on the clinical practice of nursing students. We need to improve the causes of nunchi, which can have a negative impact on clinical practice.

APA, Harvard, Vancouver, ISO, and other styles

41

Cooper Brathwaite, Angela, and Manon Lemonde. "Team Preceptorship Model: A Solution for Students' Clinical Experience." ISRN Nursing 2011 (May 4, 2011): 1–7. http://dx.doi.org/10.5402/2011/530357.

Full text

Abstract:

There is a shortage of registered nurses in developed countries, and this shortage is due to the aging nursing workforce, demand for healthcare services, and shortage of nursing professors to teach students. In order to increase the number of clinical placements for nursing students, the authors developed and implemented a collaborative preceptorship model between a Canadian University and Public Health Department to facilitate the clinical experiences of Bachelor of Science of Nursing (BScN) students. This paper describes the Team Preceptorship Model which guided the clinical experience of nine students and 14 preceptors. It also highlights the model's evaluation, strengths, and limitations.

APA, Harvard, Vancouver, ISO, and other styles

42

Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

Full text

Abstract:

Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.

APA, Harvard, Vancouver, ISO, and other styles

43

Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.

Full text

Abstract:

There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

APA, Harvard, Vancouver, ISO, and other styles

44

Keil, Shauna L., and Kathleen R. Ward. "Nurses’ attitudes and behaviors during bachelor of nursing students’ clinical learning experiences." Journal of Nursing Education and Practice 10, no. 2 (November 4, 2019): 24. http://dx.doi.org/10.5430/jnep.v10n2p24.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

45

Morris, David, and Patricia Turnbull. "Clinical experiences of students with dyslexia." Journal of Advanced Nursing 54, no. 2 (March 20, 2006): 238–47. http://dx.doi.org/10.1111/j.1365-2648.2006.03806.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Goodman, Joely Tara, and Melissa Henry. "Reflective journaling to decrease anxiety among undergraduate nursing students in the clinical setting." Journal of Nursing Education and Practice 9, no. 5 (January 23, 2019): 75. http://dx.doi.org/10.5430/jnep.v9n5p75.

Full text

Abstract:

Objective: Many nursing students experience anxiety in the clinical setting. Increased anxiety impairs students’ ability to learn and can negatively affect patient safety. To promote student learning and patient safety, it is imperative that nurse educators identify and implement strategies to decrease nursing students’ anxiety. The purpose of this qualitative study was to determine how undergraduate nursing students perceive the impact of writing reflective journals on their anxiety level associated with their first clinical rotation experience early in their program of study.Methods: Participants were randomly assigned by their clinical group to either write guided reflective journals, non-guided reflective journals, or no reflective journals during their first clinical rotation where they provided patient care. Five individuals from each intervention group were randomly selected to participate in an interview. Themes related to the participants’ perceptions of the impact of writing reflective journals on their anxiety were determined through qualitative analysis.Results and implications: Participants who wrote guided or non-guided reflective journals experienced decreased anxiety associated with their first clinical rotation. Participants in the non-journaling group expressed that they would have benefitted from having a journal assignment. Four themes were identified related to experiences with writing journals: allowed time, identified feelings, assisted with processing, and increased confidence. The findings of this study support the use of reflective journals as a pedagogical intervention to decrease nursing students’ anxiety associated with the first clinical experience. Additional benefits of the reflective journaling included taking time to identify and process feelings and increased confidence in future clinical experiences.

APA, Harvard, Vancouver, ISO, and other styles

47

Cole, Leslie G., Stephanie Turner, and Barbara Ann Graves. "Walking the Walk: Integrating Evidence Into Clinical Experiences." Creative Nursing 25, no. 2 (May 1, 2019): 148–53. http://dx.doi.org/10.1891/1078-4535.25.2.148.

Full text

Abstract:

Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' “excellent” or “good” understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to “walk the walk” of EBP rather than simply listen to the “talk.”

APA, Harvard, Vancouver, ISO, and other styles

48

Sedgwick, Monique, Tracy Oosterbroek, and Victoria Ponomar. "“It All Depends”: How Minority Nursing Students Experience Belonging During Clinical Experiences." Nursing Education Perspectives 35, no. 2 (March 2014): 89–93. http://dx.doi.org/10.5480/11-707.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Reid, Carol A., Jody L. Ralph, Maher El-Masri, and Katrice Ziefle. "High-Fidelity Simulation and Clinical Judgment of Nursing Students in a Maternal–Newborn Course." Western Journal of Nursing Research 42, no. 10 (February 20, 2020): 829–37. http://dx.doi.org/10.1177/0193945920907395.

Full text

Abstract:

Clinical judgment, one’s ability to think like a nurse, is an essential skill for safe nursing practice. With the rise of simulation to replace clinical experiences, there is limited evidence regarding the effectiveness of simulation on the development of clinical judgment. This study explored differences in clinical judgment in maternal–newborn courses between undergraduate nursing students participating exclusively in simulation and those participating in hospital-based clinical experiences. Following completion of the clinical rotation, students participated in an evaluative maternal–newborn high-fidelity simulation experience that was recorded and evaluated using the Lasater’s Clinical Judgment Rubric (2007). Lasater’s Clinical Judgment Rubric scores between the simulation and clinical practice groups were compared using an independent sample t-test. There was no statistical difference in clinical judgment scores between the simulation and hospital-based clinical groups ( t = −1.056, P = .295). Our findings suggest that simulation may be a comparable alternative to clinical experience in nursing education.

APA, Harvard, Vancouver, ISO, and other styles

50

Kwon, Deok Wha, Hee Sook Park, and So Hyeon Yun. "Experiences of Clinical Career Recognition of Nursing Students After Clinical Practice." Journal of Humanities and Social sciences 21 9, no. 2 (April 30, 2018): 449–62. http://dx.doi.org/10.22143/hss21.9.2.37.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles