Prehospital Emergency Nursing students’ experiences of learning during prehospital clinical placements

Characteristics of a critical care clinical placement programme affecting critical care nursing competency of baccalaureate nursing students: A structural equation modelling

“…These findings may be attributed to one's disposition towards learning theoretical and practical concepts (Cooper et al, ). The negative feelings previously stipulated deter learning (Levett‐Jones et al, ; Wallin et al, ); thus, a good area orientation provides avenue to clarify pre‐conceived misconceptions (Sun et al, ) and to raise inquiries (Hunter & Arthur, ), allowing easier transmission of knowledge and application of skills.…”

“…Studies have shown that a clinical placement with longer unit exposure (Claeys et al, 2015) has smaller mentor-student ratio (Claeys et al, 2015;McInnes, Peters, Hardy, & Halcomb, 2015) and provides student preparation before unit rotation (Brynildsen, Bjørk, Berntsen, & Hestetun, 2014;Ford et al, 2015;Sun et al, 2016;Wallin, Fridlund, & Thoren, 2013) is conducive for positive learning. Moreover, a single mentor who specialises in the field of assignment is viewed as promotive of experiential learning (Claeys et al, 2015;Wallin et al, 2013 & Arthur, 2016;Levett-Jones, Pitt, Courtney-Pratt, Harbrow, & Rossiter, 2015;McInnes et al, 2015;Sun et al, 2016;Wallin et al, 2013), evidence supporting such influence remains inadequate. Few studies also focused on the characteristics of a clinical placement programme in the critical care units, a hospital area that is different and overwhelming for baccalaureate student nurses.…”

“…The design of clinical placement programmes differs among institutions. Nonetheless, certain features must be considered to maximise a student’s learning and groom them “practice‐ready.” Studies have shown that a clinical placement with longer unit exposure (Claeys et al, ) has smaller mentor–student ratio (Claeys et al, ; McInnes, Peters, Hardy, & Halcomb, ) and provides student preparation before unit rotation (Brynildsen, Bjørk, Berntsen, & Hestetun, ; Ford et al, ; Sun et al, ; Wallin, Fridlund, & Thoren, ) is conducive for positive learning. Moreover, a single mentor who specialises in the field of assignment is viewed as promotive of experiential learning (Claeys et al, ; Wallin et al, ).…”

“…Albeit literature presents the characteristics of a promotive clinical placement (Brynildsen et al, ; Ford et al, ; Hunter & Arthur, ; Levett‐Jones, Pitt, Courtney‐Pratt, Harbrow, & Rossiter, ; McInnes et al, ; Sun et al, ; Wallin et al, ), evidence supporting such influence remains inadequate. Few studies also focused on the characteristics of a clinical placement programme in the critical care units, a hospital area that is different and overwhelming for baccalaureate student nurses.…”

Initial care for burned patients in academic nursing education

“…Students are faced with different situations and feelings, which are often never experienced. Such transformations are part of the educational process and of the modern pedagogical practice in which learning to be, to do, to know and to live together represents the foundation of the training of competent professionals for the labor market (12) .…”