Being An Oncology Nurse From The Perspective Of Second Grade Nursing Students

Sözeri, Elif; Uysal, Neşe; Kutlutürkan, Sevinç

doi:10.5222/head.2016.248

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Research shows that IMCs are, in general, regarded as units with patients with low quality of life and patients who need constant care due to chronic diseases (Carpentier et al, 2017;Clavelle et al, 2013;Fesci et al, 2008). Our results are consistent with the literature (Dönmez & Kapucu, 2018;Enç et al, 2019;Sözeri et al, 2016).…”

Section: Discussionsupporting

confidence: 94%

Senior nursing students’ experiences in internal medicine clinics: a qualitative phenomenological study

Kutlutürkan,

Sözeri Öztürk,

Kırca

2023

SagAkaDerg

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Introduction and Aim: Internal medicine clinics are one type of clinic where nursing students do internship. The aim of this study was to gain a better understanding of the senior nursing students’ experiences in internal medicine clinics (IMCs). Methods: This study employed phenomenology, which is a qualitative research design. The study was conducted with 18 nursing students at the nursing department of a public university in Turkey. Three focus group interviews were held with six participants in each group. Data were collected using a demographic characteristics form, and a semi-structured questionnaire developed by the researchers. Results: Three themes evolved during data analysis: (1) description of an internal medicine clinic, (2) benefits of practicing in internal medicine clinics for their professional development, (3) difficulties in practicing in internal medicine clinics. Most students described IMCs as care-focused clinics for complex patients in need of care, especially elderly patients, with comorbidities and specific etiologies. Students stated that practicing in internal medicine clinics provided them with skills related to care practices and postgraduate professional competence. As for difficulty, students stated that they sometimes had difficulty collaborating with the health care team during care. Conclusions: A positive learning environment is important for the development of effective student performance skills, motivation for individual learning, and a successful professional socialization process. Academics should recognize the effect of clinical structure and healthcare professionals’ behavior on students and plan clinical interventions accordingly to make sure that students have positive clinical experiences.

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