Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment

Abstract

Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

Relationship between depression, anxiety, cognitive distortions, and psychological well‐being among nursing students

“…1 These academic and clinical stressors can be triggered by examination preparation, course workload, paying course fees, not meeting personal needs, heavy workload, taking care of patients, being criticized by teachers, encountering a dying patient, the fear of making practice errors and experiencing bullying and discrimination in clinical settings. [1][2][3][4] It has been demonstrated that nursing students use a variety of both adaptive and maladaptive coping strategies to manage these academic and clinical problems. 5 Particularly in relation to stress and coping, the psychological well-being of nursing students is an important focus of nurse education research.…”

Saudi Nurses’ Competency Learnings and Experiences from the Newly Developed Advanced Nursing Practice Diploma Program in Saudi Arabia: A Phenomenological Study

“…The trainees gain a sense of independence, considering that they are already engaged in their respective specializations, and enhanced supervision contributes to a more effective outcome, especially because the ANP diploma is new in the country [7]. Being unsure as to whom to approach for clarifications and/or being unable to receive a proper response hinder the trainees' achievement of diploma goals [15].…”

Nursing Students’ Perceptions of the Dedicated Education Unit Model in 2 UAE Hospitals

“…Clinical placements have a significant impact on nursing students’ clinical learning and their preparation for the nursing profession [1]. Clinical placements aim to enhance students’ critical thinking and communication skills, integrate taught theory and skills into practice, and apply learned ethical principles in real-life settings to function as a member of the healthcare team [2]. Healthcare and education sectors have a joint responsibility to ensure that nursing graduates enter the nursing workforce with enough knowledge, clinical skills, and confidence to practice in dynamic clinical environments that involve high levels of patients’ acuity and nursing workloads.…”