“I try to act like a nurse”: A phenomenological qualitative study

Teskereci, Gamze; Boz, İlkay

doi:10.1016/j.nepr.2019.03.009

Cited by 25 publications

(18 citation statements)

References 27 publications

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“…The students in our study, as in other reports [ 34 ], have felt supported by the nurses during their clinical practices, who have integrated them into the team. During the process of becoming a nurse, which is more complex than simply having practical knowledge or skills [ 19 , 35 ], it is very important for students to have models and feel supported and accompanied during the mentoring process. The importance of this mentoring should be emphasized, not only through the nurse preceptors in the practice units but also on behalf of the university faculty, accompanying the students throughout the process, especially during the senior year [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

“…When students are asked to keep an RLJ, they are voicing emotions experienced during clinical placements that are usually relegated to the context of individual students [ 10 ]. In addition, writing and reflecting on their feelings and emotions can also be therapeutic for students, since it allows them to stop and externalize their experiences [ 9 , 16 ], which increases their confidence in their ability to face future difficulties [ 13 , 17 ] and increases their capacity to empathize with patients and their families [ 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

“…There is some prior research on the experience of students during the first year of clinical practice training [ 2 , 3 , 17 , 19 , 20 ]; however, there are fewer approaches to the experience of clinical placements in senior year students and in complex care settings, even though these may be more representative of how students will cope with the impending start of their professional development. In addition, we were unable to find any papers that compared clinical practice experiences by gender.…”

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

González‐García

Lana

Zurrón-Madera

et al. 2020

IJERPH

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Clinical practices are key environments for skill acquisition during the education of nursing students, where it is important to encourage reflective learning. This study sought to explore the experience of final year nursing students during their clinical placement in emergency and intensive care units and to identify whether differences exist between female and male students. Using qualitative methodology, a documentary analysis of 28 reflective learning journals was carried out at a public university in Northern Spain. Four themes were identified: “an intense emotional experience”, “the importance of attitudes over and above techniques”, “identifying with nurses who dominate their environment and are close to the patient in complex and dehumanized units” and “how to improve care in critically ill patients and how to support their families”. The female students displayed a more emotional and reflective experience, with a strong focus on patient care, whereas male students identified more with individual aspects of learning and the organization and quality of the units. Both male and female students experienced intense emotions, improved their learning in complex environments and acquired attitudes linked to the humanization of care. However, the experience of these clinical rotations was different between female and male students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

González‐García

Lana

Zurrón-Madera

et al. 2020

IJERPH

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“…Similar to a study by Al‐Kofahy and James, 23 the students related the combination of all the assignment's components led to learning and advancement of self‐efficacy in providing quality perinatal care. Being actively involved in all the different perinatal clinical components gave them a sense of being a “real nurse.” Comparable to a study by Teskereci and Boz, 28 a supportive clinical environment provides positive influences on the ability of nursing students to behave and feel like nurses.…”

Section: Discussionmentioning

confidence: 96%

Meaningful learning actualized through a perinatal continuity of care experience

Ward

Hober

2020

Nursing Forum

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Leaders in nursing education embrace innovative, real‐world learning environments that transform today's generation of nursing students into critical thinkers. Scheduling exclusive child‐bearing practicums are challenging due to staffing, time, and maternal client presentation. Utilizing transformative learning theory a perinatal continuum of care clinical learning experience evolved. This paper will discuss the qualitative, descriptive study of Bachelor of Science in Nursing students in rural, Midwestern United States who completed maternal/infant didactic, high‐fidelity simulation, and real‐world experiences relative to women during the perinatal period. Participants (n = 50) consisted of third‐semester baccalaureate nursing students enrolled in the maternal/infant course. Data were collected from students' reflective journal blogs at the end of the semester. The aim of this study was to identify the outcomes of students learning through this perinatal experience. Three themes emerged from this study: self‐analysis, critical thinking, and self‐efficacy. Students' reflection indicated that through this comprehensive clinical experience, they developed a new self‐awareness. Students noted that the experience was unique to any they had encountered. The perinatal assignment provided an opportunity for professional growth in this specialty area due to the interface of theory, simulation, and clinical applications expounded in the reflective clinical blog throughout the experience.

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“…The latter consists in helping the other to become transparent and free; it is guided by consideration and expresses the dedication to do something for someone and show themselves as being-with-the-other. [13] The multidisciplinary team in this study understood authentic care for people with HF as the development of an empathic relationship, of real help, overcoming obstacles; it involved the creation and strengthening of bonds and interpersonal relationships and considered the needs of the individual and his family and his surroundings. In health, the link consists of the construction of relationships of affection and trust between professional and patient, allowing the deepening of the process of co-responsibility and continuous and longitudinal care.…”

Section: Discussionmentioning

confidence: 99%

“Help me to take care”: Professional expectations about using an application in heart failure

Cestari

Souza

Florêncio

et al. 2021

JNEP

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Objective: To understand the expectations of the professionals about the construction and use of an educational and follow-up application to care.Methods: Phenomenological and qualitative study. Convenience and purposive sampling were carried out and in-depth individual interviews with 35 professionals from the multidisciplinary team, between September and October 2020 in Brazil. All interviews were audio-recorded and data analyzed using the hermeneutic circle. The COREQ checklist was employed to report on the current study.Results: Two main units of meaning emerged: (a) The care of the person who lives with heart failure; and (b) The care of the person with heart failure intermediated by an application. Care for the person with the disease brings together elements related to the identification of demands and understanding of their surroundings, with guidance and use of technologies.Conclusions: The professionals were favorable to the development of an application and considered it beneficial. The use of it, would allow the approximation between patients and their family and the multidisciplinary team; respect the patient’s needs and overcome the precariousness of the health system.

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“I try to act like a nurse”: A phenomenological qualitative study

Cited by 25 publications

References 27 publications

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

Meaningful learning actualized through a perinatal continuity of care experience

“Help me to take care”: Professional expectations about using an application in heart failure

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