OBSTACLES FACED BY NURSING STUDENTS WHILE THEIR CLINICAL (original) (raw)
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The aim of the study was to determine the challenges experienced by nursing students in the clinical learning environment and their suggestions. Method: The study was carried out with 249 nursing students between November 2019 and March 2020 at a university in Turkey using a 62-item questionnaire developed by the researchers. Results: 49.8% of the participants experienced challenges during clinical practice that are related to the nurses (37.5%), the hospital (27.0%), and theoretical education (13.5%), and they believe that their challenges could be partially resolved (46.6%). 70.7% of the participants stated that they could partially transfer what they learned in the classroom to their clinical practice. All the participants who reported an event that affected them in the clinic (67.5%) gave an example of a negative event and most of these events were related to the attitudes and behaviors of the nurses. Their suggestions for better clinical practice were to increase the number of practice lessons and more innovative and technology-based training methods used in accordance with the technological developments of the digital age. Conclusions: There are considerable challenges and obstacles that nursing students face in the clinical learning environment that can affect their competence and learning. It can be said that new technological and innovative teaching techniques should be developed to overcome these obstacles and challenges.
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Journal of Education and Practice, 2017
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Nursing Students' Opinions on Facilitating and Hindering Factors in the Clinical Training Setting
American Journal of Nursing Science
Clinical training for nursing students is essential in any nursing program because nursing is a discipline that requires students to apply theoretical knowledge into clinical training setting and acquire various skills to enhance their performance. The study aimed to identify nursing students' opinions on facilitating and hindering factors in the clinical training setting. A descriptive cross-sectional design was used. The study was conducted in the Faculty of Nursing King Abdulaziz University on 86 student nurses enrolled in 2 nd , 3 rd , and 4 th year. The tool was developed by the researchers and consists of two parts: Part I: Demographic characteristics. Part II: This part includes 42 items, 15 items related to facilitating factors and 27 items hindering factors. The study results showed that there was a statistically significant difference among all three academic years of the student nurses regarding common hindering factors named patient's morning care, difficulty in being initiative or not being self-reliant, feeling of not being treated seriously/receiving condescending comments from the supervisor, and insufficient supervision or supervisors irritated or not interested. While no statistically significant difference among all three academic years of the student nurses opinions in relation to the common facilitating factors. Conclusions: The common facilitating factors among all students in the present study were patient family cooperation help me to be more confident, having opportunities to practice different tasks gives confidence, more practice makes learning from mistakes, being receiving feedback gives self-confidence, having a good collaboration with staff gives the confidence to ask questions or show weakness, and working with another student-helped make the work and care of the client go smoothly. Furthermore, the common hindering factors among all students were fear of making mistakes, evaluation by faculty, patient's morning care, lack of time to accomplish the required tasks, difficulty in being initiative or not being self-reliant, receiving condescending comments from the supervisor, and insufficient supervision and supervisors not interested. Recommendations: Develop an organized supervision system, through specialized clinical supervisors, and assigned preceptors from the hospital to help the students in the clinical training. Develop a standardized evaluation form to support and fair evaluation. Prepare the students before direct contact with the patients, through attending simulation training to minimize mistakes when contact with the patients in the clinical setting.
Introduction: The success of nursing education programs depends on the efficiency and adequacy of clinical experiences. One of the most important factors known in this field is the atmosphere of learning environments. In this study, different aspects affecting clinical atmosphere have been evaluated from nursing students' point of view. Methods: In this descriptive-sectional study, 340 third and fourth year nursing students in the emergency department, women's surgery, CCU, ICU, dermatology ward, burn care settings, pediatric, gastroenterology, surgery, internal medicine, were trained in clinical practice. The data gathering tool was a 34-item questionnaire on clinical learning, supervision and nursing teacher (CLES + T). Through this questionnaire, students began studying the clinical environment during September 2016 through April 2017. Descriptive statistical tests were used to compare the mean scores and SPSS16 software. Results: The mean of 7 dimensions of learning environments varied in the evaluated sections. The highest mean (29.79) was related to the dimension "pedagogical atmosphere on the ward" and the lowest (8.85) was related to the factor "the relationship between student, mentor and nursing teacher". Conclusion: According to the students, the learning atmosphere and other variables related to the clinical learning environment vary in different parts. It is necessary to improve the quality of the various departments.
Student nurses experience of learning in the clinical environment
Nurse Education in Practice, 2010
The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions ''premises of nursing care" and ''premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a ''personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning.