scholarly journals PLATO: a practice development approach to reconsidering student learning partnerships

2021 ◽  
Vol 11 (2) ◽  
pp. 1-8
Author(s):  
Claire Hamshire ◽  
◽  
Kirsten Jack ◽  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Settings ◽  
Clinical Learning ◽  
Educational Tool ◽  
Effective Learning ◽  
Learning Partnerships ◽  
Collaborative Spaces ◽  
Development Approach ◽  
Practice Development

Background: This article explores the use of a practice development approach to support nursing students’ engagement in learning partnerships in clinical practice settings. Aim: To reflect, using the model proposed by Rolfe and colleagues (2001), on the development of ‘PLATO’ – an educational tool to help nursing students explore their role in building learning partnerships in clinical settings. Conclusion: A practice development approach to clinical learning partnerships can support an effective learning culture. As a result, nursing students can gain greater empowerment and take increased responsibility for their learning. Implications for practice: • Facilitating learning partnerships with students is important for achieving person-centred care • Partnership working provides opportunities for true collaboration and for learning with and from our students • Developing collaborative spaces can facilitate nursing students to reflect in and on their practice

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

scholarly journals Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania

2019 ◽  
Vol 2019 ◽  
pp. 1-9 ◽  
Author(s):  
Helena Marco Gemuhay ◽  
Albino Kalolo ◽  
Robert Mirisho ◽  
Beatrice Chipwaza ◽  
Elijah Nyangena
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Experiences ◽  
Clinical Placement ◽  
Background Information ◽  
Clinical Learning ◽  
School Factors ◽  
Chi Square ◽  
Factors Influencing ◽  
Northern Tanzania

There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study relied on a cross-sectional analysis of data collected from nursing schools in Northern Tanzania in which 208 (123 nursing students and 85 nurse tutors) participants were recruited in the study. Data was gathered using a self-administered questionnaire which collected information on sociodemographic characteristics and factors influencing clinical practice categorized in students’ factors, hospital based factors, social-economic factors, and nurse tutors opinions assessed. Descriptive analyses and chi-square test were employed to understand the background information of the sample and association between variables. Majority of the nursing students (84.4%) agreed that clinical placement offers students adequate opportunity for clinical practical learning. Barriers to effective clinical learning was reported by 70.1% of the participants and the barriers include student factors such as lack of self-confidence and absenteeism, school factors such as improper supervision, and poor preparation of clinical instructors or clinical facility factors. We found a significant association between type of barrier and gender (chi-square 0.786, p=0.020). More male nursing students (62.1%) significantly reported unsupportive environment as a barrier and anxiety was more common in female nursing students (48.9%) (p=0.020). Reporting of barriers to effective clinical learning by students from different schools of nursing was not significant (P=0.696). In addition, age of participants did not have significant association with effective clinical practice (p=0.606). Student’s factors and placement based factors played an important role to influence clinical learning experiences. Offering preclinical orientation, distributing and clarifying clinical learning objectives to students, and frequent visits and supervision of students in clinical area may improve student learning experience in clinical placement. In addition, tailoring the interventions to gender may improve learning experiences.

scholarly journals PERBEDAAN TINGKAT STRES MAHASISWA PRAKTIK KLINIK PADA TINGKAT II DAN III PROGRAM STUDI D-III KEPERAWATAN STIKES KEPANJEN

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Qori Fanani
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Student ◽  
Hospital Environment ◽  
Comparative Approach ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Knowledge And Skills ◽  
Level Ii ◽  
Lack Of Knowledge

Abstract : Nursing students often experience stress or stress in undergoing clinical practice. There are several factors that cause students to experience stress, including lack of knowledge and skills, workloads and assignments, and the clinical environment itself. The purpose of this study was to determine the differences in stress levels of clinical practice students at level II and level III of Nursing Diploma III Program at STIKes Kepanjen. This type of research is descriptive quantitative with a causal comparative approach with a total of 60 respondents. Data analysis using Mann – Whitney so that the results show that there are significant differences in the level of stress level II and level III students in conducting clinical studies. While for the stressors of students who are undergoing clinical practice are lack of knowledge and skills, workload and assignments, hospital environment and when caring for patients. So that to achieve the goal of clinical learning is to prepare students both knowledge, skills and maturity in dealing with pressure when carrying out clinical learning.Keywords : Clinical practice, Nursing Student

scholarly journals Clinical learning experiences of male nursing students in a Bachelor of Nursing programme: Strategies to overcome challenges

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Sibusiso F. Buthelezi ◽  
Lorrain P. Fakude ◽  
Penny D. Martin ◽  
Felicity M. Daniels
Keyword(s):  
Nursing Students ◽  
Learning Experiences ◽  
Self Esteem ◽  
Male Nurses ◽  
Clinical Settings ◽  
Western Cape ◽  
Clinical Learning ◽  
The Social ◽  
Nursing Training ◽  
The Impact

Background: Male nursing students are faced with more challenges in the clinical setting than their female counterparts. The ways in which male nurses are viewed and received by nursing staff and patients have an impact on how they perceive themselves and their role in the profession. These perceptions of self have a significant impact on their self-esteem. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem.Objectives: To describe the learning experiences of male nursing students during placement in clinical settings, and how these impact on their self-esteem.Method: A qualitative, exploratory study was conducted. Purposive sampling was used to select participants. Three focus group (FG) discussions, consisting of six participants per group, were used to collect data. Data analysis was conducted by means of Coliazzi’s (1978) seven steps method of qualitative analysis.Study findings: The following three major themes were identified: experiences that related to the constraints in the learning environment, the impact on the self-esteem, and the social support of students working in a female-dominated profession.Conclusion: Male nurses should be supported in nursing training, as the rate at which males enter the profession is increasing.

scholarly journals Nursing Students’ Perceptions of Menstrual Distress during Clinical Practice: A Q-Methodology Study

2021 ◽  
Vol 18 (6) ◽  
pp. 3160
Author(s):  
Ya-Lin Fu ◽  
Chia-Ling Yang ◽  
Shu-Chuan Yu ◽  
Yun-Hsuan Lin ◽  
Hsiao-Pei Hsu ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Q Methodology ◽  
Negative Impact ◽  
Learning Ability ◽  
Clinical Learning ◽  
And Performance ◽  
Menstrual Distress ◽  
The Impact

This study aimed to explore the cluster patterns of female nursing students’ perceptions of the effects of menstrual distress during clinical practice. This study adopted the Q-methodology study design. We recruited female nursing students from a college in northern Taiwan. Forty-seven Q-statements were constructed to explore participants’ experiences of the impact of menstrual distress on clinical learning. In total, 58 participants subjectively ranked Q-statements concerning menstrual distress experiences during clinical practice and were classified. After Q-sorting, the subjective ranking process PQ Method (version 2.35, Schmolck, Emmendingen, Germany) was employed for factor analysis. Four patterns of shared perspectives, accounting for 46.6% of the total variance, were identified: (a) influencing clinical learning and making good use of painkillers; (b) responsible attitudes and diversified relief of discomfort; (c) seeking peer support and effect on mood; (d) negative impact on learning ability and conservative self-care. Clinical practice is a major component of nursing education; menstrual distress affects female nursing students’ clinical learning and performance. The exploration of clustering different nursing students’ perceptions may facilitate customized strategies to enable more appropriate assistance.

scholarly journals Coaching nursing students with attention deficit hyperactivity disorder in clinical settings: A case study

2017 ◽  
Vol 8 (4) ◽  
pp. 10
Author(s):  
Kathleen M. Davidson ◽  
Liam Rourke ◽  
Kara L. Sealock ◽  
Wai Yin Mak
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Attention Deficit ◽  
Nursing Student ◽  
Clinical Settings ◽  
Hyperactivity Disorder ◽  
Students With Adhd

Up to 18% of undergraduate students have some form of learning disability, with Attention Deficit Hyperactivity Disorder (ADHD) being the most common subtype. Some of these students enter nursing programs. Post-secondary institutions are developing processes to help students overcome traditional academic challenges, however, the demands of clinical practice courses are not easily modified. Effective performance in clinical settings requires nursing students to develop sophisticated executive functions for organization, prioritization, and managing distractions, all of which present considerable challenges for students with ADHD. We present a case study to illustrate the coaching intervention we adapted from the education literature for a nursing student with ADHD who was struggling in clinical practice courses. The most effective coaching strategies helped the student to harness his energy and enhance focus on the task at hand. 

scholarly journals The influence of experienced violence and the clinical learning environment on vocational identity in nursing students

2021 ◽  
Vol 27 (3) ◽  
pp. 321-332
Author(s):  
Mira Lee ◽  
Hee Ok Park ◽  
Insook Lee
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Violence Prevention ◽  
Vocational Identity ◽  
Influential Factor ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Prevention Education ◽  
Nursing Clinical Practice

Purpose: The purpose of this study is to determine the influence of the learning environment on nursing students' clinical practice education and the violence experienced during clinical practice on vocational identity. Methods: The design of the study was a descriptive survey, and data were collected from November 15 to November 27, 2019. The data of the study were obtained from 515 nursing students attending three universities using self-administered questionnaires. Data were analyzed using the SPSS 25.0 program. Results: For the experience of violence, verbal violence (98.3%) was the type most commonly experienced, and patients (97.7%) were the most frequent perpetrators. The clinical learning environment was perceived differently according to gender, personality, interpersonal relationship, satisfaction with nursing, clinical practice satisfaction, violence prevention education, the need for violence prevention education, sexual violence experiences, and violent perpetrators. The most influential factor on vocational identity was satisfaction with the nursing major (β=0.24, p<.001), followed by extroverted personality (β=0.18, p<.001), clinical learning environment (β=0.15, p=.001), satisfaction with clinical practice (β =0.15, p=.002), and the experience of violence by patients (β=-0.10, p=.016), which together explained 24.1% of the variance in the model. Conclusion: It is necessary to make efforts to ensure that students do not experience violence during clinical practice, to maintain a close cooperative relationship between university and clinical institutions to improve the learning environment for clinical practice, and to make the clinical field an educational learning environment.

scholarly journals Budding nurses readiness for clinical practice: the future is now

2019 ◽  
Vol 8 (1) ◽  
pp. 215
Author(s):  
Vivanjeet Kaur ◽  
Varsha Dhama ◽  
Karamjeet Kaur ◽  
Malar Kodi S. ◽  
Rashmi Rawat
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Demographic Data ◽  
Clinical Settings ◽  
Care Needs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Healthcare Needs ◽  
Graduate Nursing

Background: Freshly registered nurses’ experience of conversion from student to skilled professionals calls for making significant adjustments to shifting personal and professional roles at the beginning of their career as a nurse. Nursing education is aimed to help students to become beginning practitioners in the field of nursing. This study was taken up to explore the perception of the outgoing nursing students about their readiness to work in the clinical settings after graduation. On completion of graduation, these budding practitioners are anticipated to adjust in the clinical settings rapidly and be proficient of providing innocuous care for patients with multifaceted care needs. It is expected from graduate nurses to be well equipped for clinical practice, but reality may be different and there could be numerous barriers associated with it.Methods: It was a descriptive cross-sectional survey. A total of 176 outgoing graduate nursing students were selected using total enumerative sampling from different colleges of state of Uttarakhand and were asked to complete a demographic data sheet and self- reported readiness to clinical practice questionnaire.Results: Results have shown that more than half of the outgoing graduate nursing students were not ready for clinical practice. Most of them recognized sleep disturbance, low salary, lack of time and documenting error as barrier for their readiness to clinical practice.Conclusions: The findings of the study show that 63.3% of outgoing graduate nursing students were not ready to work in clinical area which is a matter of concern with the rising healthcare needs and increasing demands of the consumers of health. The results call for a change in the working condition for the nursing staff and a raise in wages worth making them to opt for clinical practice.

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