Challenges to student learning in the clinical setting: A qualitative descriptive study

Killam, Laura; Heerschap, Corey

doi:10.1016/j.nedt.2012.10.008

Cited by 122 publications

(99 citation statements)

References 34 publications

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“…These findings corroborate with those found in previous studies [34,36,37] that students often feel ignored, insecure, and even abandoned when learning in unfamiliar clinical environments. Other scholars have also reported that students become stressed or anxious when their teacher is inexperienced, unsupportive, or with ineffective teaching skills.…”

Section: Discussionsupporting

confidence: 92%

“…Concerns have been raised that these CIs may lack experience and yet are required to 'parachute' into familiar practice units. [10] Other authors suggest that some CIs disappear or detach away from the clinical setting because of their incompetence [36] and lack of confidence. [40] CIs need confidence to accomplish their role effectively.…”

Section: Discussionmentioning

confidence: 99%

“…[70,74] Lastly, nursing students in this study identified a number of recommendations for improving clinical experiences, which corroborate those in the literature. These include: reducing the clinical group size, [1,37,59] increasing the duration of clinical placements, [27,37] hiring more experienced nurses [36] and reviewing the selection criteria, reviewing of the clinical evaluation process and tool, [37,59] establish consistence processes for clinical teaching and evaluation strategies and expectations, CIs sharing course expectations with students, and more feedback from CI on their performance. [32] …”

Section: Discussionmentioning

confidence: 99%

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…According to the available literature academic workload, unfamiliar situations in the clinical area, handling clinical emergencies, and shortage of resources negatively impact on students' learning [8]. Clinical nursing education is in essence learning through experience [9]. Yet, patient needs are a primary focus and sometimes compromise students' learning, because students are exposed to a lot of complex and challenging situations.…”

Section: Introductionmentioning

confidence: 99%

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Rajeswaran¹

2017

Health Sci J

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Aim: The aim of the research was to explore the nursing students' opinion and their experiences about their clinical learning. Objectives:• Explore how student nurses find their initial experiences in the clinical area.• Identify the contributory and hindering factors for effective learning in the clinical area.• Identify teaching strategies that will enhance learning in the clinical area.Background: Clinical learning is an important component of nursing education and takes place in a complex social contact of the clinical environment. Learning in a clinical setting creates challenges that are absent in a classroom.

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“…Students are confronted with real cases during clinical practices prepared them for their new role as a nurse. This agreed with Killam & Heerschap (37) recommended clinical educators need to identify creative ways to meaningfully streamline promote effective learning strategies. If the clinical education does not provide the student with the support needed for the planning and fulfillment of the student's tasks, the clinical learning, and this period may be ineffective (38) .…”

Section: Resultsmentioning

confidence: 81%

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

2017

IJND

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Nursing education is often divided into two distinctive types of courses which are both important and provide different contributions to learning namely; theoretical and practical courses. Clinical courses in the nursing baccalaureate program consist about 54% of the whole curriculum and provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills.Teaching styles are core to the teaching role of any educator in order to assist students in a learning situation to maximize their full potential to learn. Therefore, investigating the educational processes included a survey of the preferred teaching styles among the nurse education faculty based on the premise that quality teaching contributes to quality learning. Hence, the present study aims to investigate nursing students' perceptions of clinical nurse educators' teaching styles and their learning in clinical practice. A descriptive correctional study was used in carrying out this study. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the Faculty of Nursing from five levels of academic year, fourth, fifth, sixth, seventh, and eighth at the time of the study of the academic year 2015-2016 were included in the study (n= 196). Three tools were used for data collection namely; Clinical Nurse Educators Teaching Style Questionnaire, Students' Self-assessment Clinical Practice Scale, and Student Clinical Training Experience Satisfaction Scale. Based on the study findings of this study, it could be found clinical nurse educators teaching style was significantly correlated with students' self-assessment clinical practice and their learning satisfaction. Flexibility for personal development teaching style dimension not significantly correlated statistically with students' self-assessment clinical practice and their learning satisfaction. It was concluded that total mean of clinical nurse educator teaching style is 149.566 mean score which indicate they used student-centered approach in clinical learning environment and the student reported moderate satisfaction about learning. It is recommended to the learning in the clinical setting required knowledgeable and experienced clinical instructors with the ability to teach adult learners effectively and used learner-centered approach in clinical learning environment that had students' positive learning outcomes.

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Challenges to student learning in the clinical setting: A qualitative descriptive study

Cited by 122 publications

References 34 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

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