Concerns of nursing students beginning clinical courses: A descriptive study

Cowen, Kay J.; Hubbard, Lori; Hancock, Debbie

doi:10.1016/j.nedt.2016.05.001

Cited by 50 publications

(30 citation statements)

References 18 publications

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“…The need for fluency and confidence can be understood in terms of the students realizing that nurses who are skilled at their work and manage practical skills in a clinical setting can experience their work as rewarding [ 6 ]. In line with previous research [ 32 , 33 ], students in our study expressed that they often felt stressed and worried that their performance might cause injury to their patients. Thus, becoming fluent in their performance has the potential to strengthen students’ self-confidence.…”

Section: Discussionsupporting

confidence: 89%

“…To be prepared for performance of practical skills in a real patient situation also requires that students take responsibility on their own to practise their own performance with a reflective approach in the CSL, before they enter clinical settings. Failing this, both their ability to reflect on their own performance of practical skills in clinical settings and their possibility to develop an embodied knowledge, based on the literature, are hampered [ 1 , 32 ].…”

Section: Discussionmentioning

confidence: 99%

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Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study

et al. 2017

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BackgroundClinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students’ identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice.MethodsAn ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews (n = 7) that were conducted during nursing students’ (n = 17) clinical practice at an emergency department at a university hospital in Sweden.ResultsThe overarching theme identified was “Learning about professional identities with respect to situated power”. This encompasses tensions in students’ learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: “Embodied knowledge”, “Divergent ways of assessing and evaluating knowledge” and “Balancing approaches”.ConclusionsNursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators’ and the preceptors’ roles for socializing students in this process.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study

et al. 2017

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“…The short period of time that nurses and nursing students spend during their superficial relationship with the patient is often limited to decreasing physical problems and not providing psychological care ( 21 , 23 ). Nursing students considered therapeutic communication as one of the most stressful tasks in replacements ( 24 , 25 ). Moreover, bachelor nursing students declared the decreasing level of therapeutic communication during their study course and they consider it as one of the least important components of nursing ( 20 , 26 , 30 ).…”

Section: Introductionmentioning

confidence: 99%

Therapeutic communication in nursing students: A Walker & Avant concept analysis

Abdolrahimi¹,

Ghiyasvandian²,

Zakerimoghadam³

et al. 2017

Electron Physician

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Background and aimTherapeutic communication, the fundamental component of nursing, is a complex concept. Furthermore, the poor encounters between nursing student and patient demonstrate the necessity of instruction regarding therapeutic communication. The aim of this study was to define and clarify this important concept for including this subject in the nursing curriculum with more emphasis.MethodsA literature search was conducted using keywords such as “nursing student”, “patient” and “therapeutic communication” and Persian-equivalent words in Persian databases (including Magiran and Medlib) and English databases (including PubMed, ScienceDirect, Scopus and ProQuest) without time limitation. After extracting concept definitions and determining characteristic features, therapeutic communication in nursing students was defined. Then, sample cases, antecedents, consequences and empirical referents of concept were determined.ResultsAfter assessing 30 articles, therapeutic communication defining attributes were as follows: “an important means in building interpersonal relationships”, “a process of information transmission”, “an important clinical competency”, “a structure with two different sections” and “a significant tool in patient centered care”. Furthermore, theoretical and clinical education and receiving educators’ feedback regarding therapeutic communication were considered as antecedents of the concept. Improving physical and psychological health status of patient as well as professional development of nursing students were identified as consequences of the concept.ConclusionNursing instructors can use these results in order to teach and evaluate therapeutic communication in nursing students and train qualified nurses. Also, nursing students may apply the results to improve the quality of their interactions with patients, perform their various duties and meet patients’ diverse needs.

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“…However, it has been shown that relatively little within such curricula is dedicated to helping students learn to cope with an error that has occurred and to manage its aftermath . As student nurses begin to assume increasing levels of responsibility for patient care during clinical placement opportunities, the experience they obtain can be exciting but still generate significant fear within those students of making a mistake (Cowen, Hubbard, & Hancock, 2016). When a medication error is committed by a student nurse during a clinical placement, the results can be highly traumatic for the student involved (Zieber & Williams, 2015) and the consequences of the error for the student, both in relation to self-confidence and academic progression, can be devastating.…”

Section: Chapter Two: Backgroundmentioning

confidence: 99%

“…Experiencing the clinical context, and learning to apply theoretical knowledge in the clinical setting, is a pivotal and vital aspect of nursing education (Moonaghi, Mirhaghi, Oladi, & Zeydi, 2015). It not only allows students to begin to practice technical skills but, perhaps more importantly, it helps them to understand professional reality so they can compare it to preconceived ideas and to what they were taught in the classroom setting (Cowen et al, 2016;Ewertsson, Bagga-Gupta, Allvin, & Blomberg, 2017;Maranon & Isla Pera, 2015). It is this exposure to the clinical setting, combined with other aspects of their nursing university education, that helps shape a student's idea of what a professional nurse is and does and what, as a nurse, they aspire to be (Ewertsson et al, 2017;Maranon & Isla Pera, 2015;Mariet, 2016).…”

Section: Socialization Of Student Nurses Into the Nursing Professionmentioning

confidence: 99%

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Schiller¹

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A medication error committed by a student nurse during a clinical placement often results in the student fearing its potential impact on the patient, unit staff, and the student's educational journey. Student nurses must navigate two parallel systems during a clinical placement-the educational system and the healthcare system-and there can be confusion about what each requires of the student. Neither of these systems contain clear direction for managing studentcommitted medication errors and for allocating associated responsibility and accountability. This exploratory mixed methods study examines the process by which responsibility and accountability for a student-committed medication error is allocated and the factors that influence that allocation decision. It describes key features of an ideal allocation process and suggests reasons why the current allocation process often does not meet those requirements. Qualitative data were analyzed through interpretive description and quantitative data were analyzed using descriptive statistics. The results were situated, interpreted, and triangulated within a critical realism philosophical framework. An ideal post-error environment must incorporate a just culture. Since students must navigate both the educational institution and the healthcare facility environments during a clinical placement, a just culture must permeate both. However, students are instead colliding with a post-error environment that they perceive as not meeting key ideals of a just culture: fairness, transparency, minimization of fear, and dedication to learning. Findings of this study can be used to drive change that will better support those who are involved in a post-error process, and decrease the significant inconsistencies that are currently of particular concern.

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Concerns of nursing students beginning clinical courses: A descriptive study

Cited by 50 publications

References 18 publications

Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study

Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study

Therapeutic communication in nursing students: A Walker & Avant concept analysis

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

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