Clinical Learning Triad in Nursing Education: Qualitative Analysis of Perceptions of Undergraduate Nursing Students

Abstract

This study explores the student nurses' perception of the clinical learning triad, its benefits and challenges with regards to their clinical learning. A qualitative descriptive methodology guided this study. Using semi‐structured interview focus group discussions were conducted to elicit data from 30 participants. Data was analyzed manually to identify the key themes. Five themes identified are Bridging the gap between theory and practice, Skill Acquisition, Interpersonal Skills and Communication, Clinical Instructor-the Centre for Clinical Learning Triad, Benefits and Challenges of Clinical Learning Triad. Students verbalized that the availability of nurses enhanced the learning experience. However, expressed that at times the busy ward routines hindered them from approaching the staff nurses for their learning needs. A specialized clinical instructor is mandatory to channelize objective based clinical learning in nursing education. They also verbalized support from the clinical environment alleviated anxiety and progressed their practical learning. Clinical Instructors coordinate the clinical learning from the beginning of a shift but staff nurses play a major role in helping students to complete student learning through skill training while the instructor is busy handling other students. The study concludes that the practical knowledge of staff nurses combined with the efforts of clinical instructors to bridge the gaps between the theory and practice supported by the positive clinical environment equips the nursing students with required skills and knowledge thus establishing the effectiveness of the Clinical Learning Triad.

Enhancing clinical nursing education for Gen Z students through brain-based learning

“…In the scholarship of clinical teaching process, if the dopamine level increases, it encourages students to participate actively in various clinical tasks or solve challenges. [4] Increased levels of dopamine improve learning and increase cognition and memory retention.…”

“…These instructors aim to evaluate students' progress in terms of their engagement, confidence, and competence in real-world clinical settings, with the ultimate goal of ensuring that students are equipped to take ownership of their learning journey. [3,4,19] While some of these strategies may overlap with those used in other cognitive learning approaches, this paper advocates for instructors to prioritize the evaluation of student emotions alongside skill demonstration. By doing so, instructors can tailor their teaching methods to maintain student engagement, leveraging their strengths while addressing areas needing improvement.…”

“…If instructors spend one-to-one time with students during clinical, remember their students' first names, allow students to share their challenges in clinical learning openly, and use humour in the process of exchanging knowledge, this will allow students to develop trustful relationships with the instructor. [3,4,9,19] Trust between students and clinical instructors releases neurotransmitters and triggers a sense of novelty, and the students' thinking brains will become stimulated for learning.…”

“…This will help create knowledgeable professionals who can critically apply their expertise to address patients' needs in a clinical setting. [2,4,21] Spending oneon-one time with students, observing them during clinicals, giving them feedback, and helping them to identify how they can improve are persuasive strategies to activate the thinking mind. Such strategies implemented by instructors will ensure that students feel valued as they explore new knowledge and skills within their practice.…”

“…In this period, students go beyond their classroom learning to apply their knowledge and skills to a real-life clinical setting. Clinical instructors play a significant role in preparing practice-ready nurses [3][4][5] and engage nursing students in the clinical learning process. Thus, clinical instructors hold responsibility for identifying their students' learning needs and ensuring they have a meaningful experience in their clinical practicum which can often be challenging as they attempt to keep students engaged at clinical site learning.…”