Expectations and experiences of nursing students in clinical courses: A descriptive study

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

doi:10.1016/j.nedt.2018.04.024

Cited by 27 publications

(15 citation statements)

References 8 publications

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“…This highlights the importance of commitment to be present and being attentive when entering into mutually beneficial dialogue and collaboration with individual patients (Bleakley & Bligh, 2008; Johansson & Mårtensson, 2019; Rowland et al, 2019; Suikkala et al., 2018). While interacting and working with patients, sensitiveness to ongoing support by preceptors and all nursing staff acting as an educational resource is important, especially for younger students, because they often engender various emotions and psychological reactions in their encounters with patients due to inexperience in their own role in nursing (Cowen et al., 2018; Johansson & Mårtensson, 2019; Kandal et al., 2018). In contrast, rewarding experiences with patients can leave a lasting impression on their motivation towards nursing as a career and transition to a RN (Alshahrani, Cusack, & Rasmussen, 2018; Suikkala & Leino‐Kilpi, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Therapeutic relationships with patients are essential skills that nursing students and new graduates need concurrently with the technical aspects of care when planning and delivering nursing care with regard to individual patients’ needs, preferences and values (Angel & Frederiksen, 2015; Senn, 2013; Chan & Lai, 2017; European Commission, 2005, 2013; Cowen, Hubbard, & Hancock, 2018; Towle et al, 2010; Wiechula et al, 2016; WHO, 2016b). The nature of the student–patient relationship is, however, different from that between nurses and patients because it satisfies both the need for patient caring and for student learning, with the nurse‐preceptor in a supportive role (Bleakley & Bligh, 2008; Manninen, Henriksson, Scheja, & Silen, 2014; Rowland et al, 2019) In these relationships, students aim to develop an understanding of the individual experiences of patient care and treatment, so that they can evolve into empathetic professionals who are able to work in partnership with patients, providing high‐quality care that is person‐centred, safe and effective (Johansson & Mårtensson, 2019; Jylhä et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Suikkala

Leino‐Kilpi

Katajisto

et al. 2020

Journal of Clinical Nursing

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Aims and objectives: To describe the nursing student-patient relationship in terms of three types of relationships-mechanistic, authoritative and facilitative-and analyse the factors related to the type of relationship. Background: As future professionals, nursing students have a central role in facilitating patient autonomy while working in partnership with patients. Supporting student-patient relationship throughout the nursing education may result in positive outcomes for both students and patients. Design: A cross-sectional study. Methods: The data were collected from a convenience sample of Finnish nursing students using a structured web survey. Statistical data analysis was performed using chi-square test, two-sample t test, one-way analysis of variance and multinomial logistic regression. The STROBE Statement-Checklist for cross-sectional studies was used (Appendix S1). Results: Students most often assessed their relationship with the patients as facilitative, followed by authoritative and mechanistic relationships. The results revealed three predictors for facilitative relationship: students' older age, long enough contact time with the patient and higher competence in ensuring quality. In authoritative and facilitative relationships, students had significantly more positive perceptions of the contextual factors and consequences of the relationship and higher ratings of selfassessed competence levels than students in a mechanistic relationship. Conclusions: It seems that the facilitative student-patient relationship is connected to the professional competence of nursing students, especially in the area of ensuring the quality of patient care. Therefore, sustaining clinical learning environments and pedagogical approaches that value and support facilitative relationships in students' clinical learning should be enhanced. Relevance to clinical practice: Efforts aimed at contributing to facilitative studentpatient relationships have a crucial role in shaping students' competency and in promoting high-quality patient care. Thus, supervision of students organised around | 4031 SUIKKALA et AL.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Suikkala

Leino‐Kilpi

Katajisto

et al. 2020

Journal of Clinical Nursing

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“…Educators expect students to be actively engaged in contributing to their clinical placement experience and determining appropriate learning outcomes. In the clinical context, this requires that educators collaborate with students’ to identify their learning needs and ensure they are provided with opportunities together with the clinical supervisor [ 12 , 14 ]. For the student, this requires that they are well prepared in terms of basicknowledge and attitudes during their clinical placement periods.…”

Section: Introductionmentioning

confidence: 99%

Nursing supervisors’ perspectives on student preparedness before clinical placements- a focus group study

et al. 2021

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Clinical placements and supervision is an integral part of nursing education internationally. There are significant differences between students’ expectations of clinical learning and their fulfillment. Few studies have focused on supervisors’ perspectives on clinical placements. The objective of this study was to explore nursing supervisors’ perspectives on students’ preparedness for clinical placements. Methods The study was conducted in a county in Southeastern-Norway, with 317.000 inhabitants, and within one hospital and one university college catchment area. Focus group interviews were conducted in the periode August to December 2018. Data were analyzed using Hsieh and Shannon’s conventional content analysis. Results 34 nursing supervisors participated, three intellectual disability nurses and 31 registered nurses, working in four different primary healthcare wards and four different hospital wards. Participants’ age ranged from 23 to 58 years, one male only. Through the analysis we derived the category ‘Shared responsibility for preparation’ with subcategories a) Individual initiative, and b) University college facilitation. Conclusions Findings indicate that there is a gap between nursing supervisors’ expectations and reality regarding students’ preparedness for clinical placements. Moreover, nursing supervisors did not seem to focus on their own role in student preparedness.

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“…Klinik ortam, bilginin elde edilmesi, yeni becerilerin kazanılması ve geliştirilmesi için deneyimsel öğrenmeye yönelik önemli fırsatlar sunmaktadır. 5 Ayrıca klinik ortam, öğrencilere rol modellerini gözlemleme ve sorumluluk alarak tek başına uygulama yapabilme fırsatı sunar. Ayrıca öğrencilere, hastanın klinik tablosuna göre karar verebilme ve bir ekip üyesi olarak çalışabilme olanağı da sağlar.…”

Section: Introductionunclassified

First Clinical Practice Experiences of Nursing First Class Students in Palliative Care

Korhan

Yıldırım

Özçiftçi

et al. 2020

Kocaeli Üniversitesi Sağlık Bilimleri Dergisi

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Bu araştırmanın amacı, hemşirelik bölümü birinci sınıf öğrencilerinin palyatif bakım ünitesindeki deneyimlerini incelemektir. Yöntem: Çalışma, nitel araştırma yöntemleri kapsamında yer alan fenomenoloji deseni kullanılarak gerçekleştirilmiştir. Araştırmanın ö rneklemini, araştırmaya katılmayı kabul eden öğrencilerden amaçlı örnekleme yöntemlerinden olan benzeşik (homojen) örnekleme yöntemi kullanılarak belirlenmiş yedi öğrenci oluşturmuştur. Çalışmanın gerçekleştirilmesi için gerekli izinler alınmıştır. Araştırma verilerinin toplanmasında "Öğrenci Tanıtım Formu" ve "Yarı Yapılandırılmış Görüşme Formu" kullanılmıştır. Görüşmeler ortalama 45 dakika sürmüştür. Görüşmelerin ses kayıtları araştırmacılar tarafından çözümlenmek üzere belgelenmiş, elde edilen verilere onları açıklayabilecek kavramlara ve ilişkilere ulaşmak amacıyla araştırmacı tarafından içerik analizi uygulanmıştır. Bulgular: Araştırma kapsamına alınan yedi hemşirelik birinci sınıf öğrencisinden dördü kız, üçü erkektir ve yaş ortalaması 20,57'dir. Verilerin içerik analizi doğrultusunda "hastaya ilişkin deneyimler", "hemşirelik girişimlerine ilişkin deneyimler", "yaşama ilişkin deneyimler" ve "hemşirelik mesleği algısına ilişkin deneyimler" olmak üzere dört tema belirlenmiştir. Temalar doğrultusunda ise "korku, umutsuzluk, ümitsizlik, öfke, zorluk, acı çekme, zamanın değerliliği, umut aşılama, mesleki özerkliğin anlamı, hemşire anahtar rol, insan onuru koruyucusu" olmak üzere 11 alt tema saptanmıştır. Sonuç: Hemşirelik öğrencilerinin ilk klinik deneyimlerini yaşadıkları palyatif bakımda hasta kavramına ve mesleklerine ilişkin yaşad ıkları deneyimlerden, hastaların bağımlılık düzeylerinin yüksek oluşu ve hastaların içinde bulundukları tedavi ve bakım sürecinin hassasiyetine ilişkin düşünsel derinlik yaşadıkları ortaya konmuştur.

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Expectations and experiences of nursing students in clinical courses: A descriptive study

Cited by 27 publications

References 8 publications

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Nursing supervisors’ perspectives on student preparedness before clinical placements- a focus group study

First Clinical Practice Experiences of Nursing First Class Students in Palliative Care

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