Opinions of nursing students on clinical practices

Abstract

Aim: The aim of this study was to determine the views of nursing students on clinical practices. Method: The population of the cross-sectional study consists of second, third and fourth year students (N=695) studying at a state university in the south of Turkey between 20 December 2019 and 15 January 2020, and the sample was consisted of 252 students. Data were collected by Personal Information Form and Nursing Students' Views of Clinical Practice Questionnaire. Analyzes were evaluated with percentage, frequency, mean, standard deviation and Pearson Chi-square test. Results: The mean age of the students was 21.04±1.32. It was determined that the first reason for choosing the nursing profession was the opportunity to find a job easily (64.7%). 58.7% of the students stated that they had problems with the instructor during clinical practices. The expectations of the students from the instructors in clinical practice were determined as explaining the cases with appropriate examples in the clinic (98.8%), not criticizing the student at the bedside (98%), and displaying a fair approach (98%). It was determined that there was a statistically significant weak correlation between gender and choosing the nursing profession due to easy job finding, good income and family desire (p<0.05). It was found that there was a statistically significant weak correlation between choosing the nursing profession due to the desire to find a job easily and helping people and their grade levels (p<0.05). There was a statistically significant weak correlation between the patient's willingness to perform treatment and care practices together with the instructor during clinical applications and their grade level (p<0.05). In addition, it was determined that there was a statistically significant weak correlation between the status of experiencing problems with the instructor during clinical applications and age and class levels (p<0.05). Conclusion: It is recommended that faculty members demonstrate an understanding- based approach to students in clinical education, engage in interactions that increase students' motivation, and make student evaluations according to objective criteria. Student nurses should be supported by learning models that include appropriate clinical learning opportunities and experiences

First Contact With Transcultural Care: A Phenomenological Study of Practical Turkish Nursing Students’ Experiences in a Migrant Health Center

“…This recommendation applies to students in the immigrant health center and those in other clinical units. Previous studies found that students’ feedback encouraged teaching staff to spend more time in program centers (Altundal et al, 2022; Öner & Karabudak, 2021).…”

Hemşi̇reli̇k Bi̇ri̇nci̇ Sinif Öğrenci̇leri̇ni̇n Hemşi̇reli̇k Süreci̇ni̇n Veri̇ Toplama Basamağina İli̇şki̇n Bi̇lgi̇ Düzeyleri̇ Ve Yaşadiklari Güçlükler

“…Literatürde; öğrencilerin, hastalara doğru sorular sormada güçlük yaşadıkları (13), hastadan, hasta yakınından ve sağlık personelinden olumsuz tepki almaktan çekindikleri için daha çok hasta dosyalarındaki verilere ulaşma eğiliminde oldukları, hasta/hasta yakını ve sağlık personeli ile iletişim kurmakta güçlük çektikleri, mahremiyetin sağlanamadığı kalabalık hasta odaları ve kliniğin gürültülü olması gibi faktörleri de engel olarak gördükleri vurgulanmaktadır. (14) Araştırmamızda öğrencilerin yarısına yakını kapsamlı veri toplama konusunda kendilerini "bazen" yeterli bulduklarını ve günlük yaşamlarında kişilerarası ilişkilerde ise "nadiren" zorluk yaşadıklarını belirtmiştir (Bkz. Tablo 5 Bireyden kapsamlı şekilde veri toplamak hayati önemi olan bir beceridir.…”

“…(4,5) Nitekim, hemşirelik öğrencilerinin veri toplamaya ilişkin bilgi düzeylerini ortaya koyan sınırlı sayıdaki çalışmada da hemşirelik öğrencilerinin veri toplama ile ilgili bilgilerinin yetersiz olduğu (6,7) ve veri toplama basamağının çeşitli aşamalarında güçlük yaşadıkları belirlenmiştir. (8)(9)(10)(11)(12)(13)(14)(15)(16) Yapılan bazı çalışmalarda da hemşirelik eğitim müfredatının veri toplamaya ilişkin öğrenme gereksinimlerini karşılamadığı, öğrencilerin klinik ortamda öykü alma konusunda sınırlı deneyime sahip oldukları (5) ve hastalara mahrem konulara ilişkin soru sormanın hemşirelik öğrencileri için bir stres kaynağı olduğu belirtilmektedir. (17,18) Bu sebeplerle, hemşirelik öğrencileri veri toplarken sıklıkla bireyin fiziksel yönüne odaklanmakta ve holistik bir hemşirelik planı hazırlama konusunda yetersiz kalmaktadır.…”

Determination of the Relationship Between Stress Levels and Problem-Solving Skills of Nursing Students Entering Clinical Practice for the First Time During the Pandemic

“…In particular, clinical practices enable students to gain competence in the use of values, attitudes, knowledge and skills related to the profession. Although touching the patient, understanding him/her, enabling him/heraltun to come from one stage to another stage, teaching nursing students roles and responsibilities and enabling them to gain professional competence (Çevirme and Kurt 2020;Altundal et al, 2022), clinical practice-based learning is among the situations that cause the most stress and anxiety in nursing students (Moridi et al, 2014). In the studies conducted, it has been stated that nursing students who will begin clinical practice for the first time experience stress due to reasons such as fear of making mistakes and harming the patient, anxiety…”