An exploration of Operating Department Practice students' experiences of placement support during their first perioperative clinical placement

Hinton, Jean

doi:10.1016/j.nepr.2015.09.005

Cited by 9 publications

(4 citation statements)

References 34 publications

(33 reference statements)

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“…The authors concluded that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent through lack of professional nursing skills and knowledge, which is consistent with the further research of Hinton (2016). The findings support the need for nursing students to be more involved in the design of the placement and academic curriculum and take an active role in their education.…”

Section: Discussion and Findingssupporting

confidence: 83%

Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine

Hayes

Bussey

Graham

2019

HESWBL

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Purpose Situated and experiential learning methodologies are largely underresearched in relation to student experience and satisfaction. The purpose of this paper is to illuminate the perspectives of students studying on a BSc (Hons) Podiatry degree programme to establish perceptions of their experience in practice. Design/methodology/approach Using an interpretivist methodological framework, Free Association Narrative Interviewing was used to provide an insight into the perceived impact that experiential learning in clinical placements had on undergraduate podiatry students. Findings Students perceived that what could not be taught but what could be experienced, contributed much to the confidence that students had gained during their training and which they anticipated would be further developed during the initial years of their training in practice, particularly in the context of the NHS. Research limitations/implications This is a study from which it is acknowledged that within the underpinning research design and methodology there is no scope for generalisability. Practical implications The study highlights an appreciation for the implication and recognition of “tacit” knowledge, currently recognised in medical curricula as an asset which can aid a move towards higher order critical thinking skills. Social implications Student acknowledgement of the need for emphasis on “soft skills” can be posited, in the context of this small-scale study as an appreciation for affective domain learning in the context of podiatric academic and clinical curricula. Originality/value Limited information from the extant literature is available in relation to the illumination of podiatry student placement experiences, so this research contributes to an effectively underresearched field.

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Section: Discussion and Findingssupporting

confidence: 83%

Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine

Hayes

Bussey

Graham

2019

HESWBL

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“…The OR team's supportive attitude towards nursing students and well-structured clinical practice organization may also be a factor that reduces stress experienced by the student in a new learning environment. 22,27 There may not be a significant difference due to factors such as informing our students before clinical practice, making presentations to facilitate their adaptation to the OR, and the practice being based on observation.…”

Section: Resultsmentioning

confidence: 99%

Hemşirelik Dördüncü Sınıf Öğrencilerinin Ameliyathane ve Cerrahi Klinik Uygulamalarına Yönelik Klinik Stres Durumlarının İncelenmesi

Bilik¹,

Kankaya

Edeer³

2022

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi

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Clinical practices, which have an important place in nursing education, are also a source of stress for the student. To examine the clinical stress levels of senior nursing students in the operating room and surgical clinics. It was descriptive and cross-sectional study and conducted at a university in Turkey, in 2019-2020. In the study, 89 of the senior nursing students took part in the operating room and 81 in the surgical clinics. Quantitative data were collected by sociodemographic clinical characteristics form and the Pagana Clinical Stress Questionnaire. The operating room stress score of the senior nursing students was 27.41±8.75. According to the clinics, there was a significant difference between the clinical stress score of the first day. The highest clinical stress score belonged to the students who practiced in the neurosurgery clinic on the first day and in the ED on the last day. The clinical stress level of students on the last day was higher than the first day. We found that the senior nursing students' stress levels were low on the surgical clinics and the OR. The findings showed that the clinical stress level experienced by the students at the end of their surgical clinical practices was higher than the first day. When planning the clinical placements of nursing students, planning according to the clinics they have applied before and determining the practice goals according to the clinics that students will apply for the first time can reduce the clinical stress of students.

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“…It is acknowledged in the literature (Hinton, 2016;Levett-Jones et al, 2015;Walker et al, 2014) that the first placements a student nurse attends are a critical point and a time of high emotions. There are examples (Baglin & Rugg, 2009;Collin et al, 2011;D'Souza et al, 2015;Flott & Linden, 2015;Ironside et al, 2014) that characterise the student experience of mentoring as being both positive and negative.…”

Section: Experiences Of Students In Practicementioning

confidence: 99%

An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

Brand

2020

IJPBLHSC

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This study focuses on the experience of new UK student nurses of being mentored in the workplace (placement) setting. There is only limited nursing literature that focuses on the experience of being mentored, whilst there is significant material that examines the role of the mentor. With half of the course being spent in the placement setting, the role of the mentor is pivotal in supporting the student and their learning. Adopting a qualitative design, data was collected through small-group interviews with a cohort of first-year nursing students. Data analysis followed in the form of standard thematic analysis. The Communities of Practice model developed by Lave & Wenger was applied as a theoretical lens. Two main themes emerged from the analysis process: the process of belonging; and that of developing identity as a learner. Whilst there was consensus with the literature in that it was felt that the mentor had a key role to play in supporting and facilitating learning, the participants also felt that the mentor supported them to settle into the team. Further, it was found that until the learner felt part of the wider placement clinical team, the process of learning may be hindered. An argument is presented advocating better preparation of students for learning in the workplace setting as this will enable them to assimilate better the learning offered by mentors and the wider healthcare team.

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An exploration of Operating Department Practice students' experiences of placement support during their first perioperative clinical placement

Cited by 9 publications

References 34 publications

Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine

Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine

Hemşirelik Dördüncü Sınıf Öğrencilerinin Ameliyathane ve Cerrahi Klinik Uygulamalarına Yönelik Klinik Stres Durumlarının İncelenmesi

An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

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