Students’ experiences of implementing clinical skills in the real world of practice

Houghton, Catherine; Casey, Dympna; Shaw, David; Murphy, Kathy

doi:10.1111/jocn.12014

Cited by 86 publications

(78 citation statements)

References 46 publications

(91 reference statements)

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“…Students reported that peer learning opportunities enabled them to share ideas or bounce ideas off each other, to question each other, confirm things and learn from one another. These findings affirm those in previous studies [32,[48][49][50] that through group discussion or peer teaching students are able to question each other and learn from each other's experiences. Houston et al [50] revealed that students preferred working with their peers as they felt less threatened and more receptive to learn.…”

Section: Discussionsupporting

confidence: 82%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionsupporting

confidence: 82%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…Another objective of using multiple sources of evidence is to enhance rigour (Houghton et al 2013a). Biases in the researcher's collection and analysis of data can be counteracted by using multiple sources of nurseresearcher.com volume 24 number 4 / March 2017 / 37…”

Section: Multiple Sources Of Evidencementioning

confidence: 99%

“…Identification of the case at the outset ensured a well-defined and bounded context (Stake 1995, Casey and. The study was qualitative and located in an interpretivist paradigm (Houghton et al 2013a).…”

Section: Examplementioning

confidence: 99%

Selection, collection and analysis as sources of evidence in case study research

Houghton¹,

Casey²,

Smyth³

2017

Nurse Researcher

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Background Case study research is a valuable way to explore and describe nursing phenomena in their natural contexts. Multiple sources of evidence are critical in this approach. It is imperative that the strategies for selection, collection and analysis of cases are considered and articulated in the early stages of planning, to avoid having large datasets which cannot be harmonised. AimTo critically examine what is meant by 'multiple sources of evidence' and how they can be used in case study research. Two examples of case study research are used to illustrate the decisions the authors made during the selection, collection and analysis stages of the research. DiscussionThese decisions included what sources would be used, rationales for their use, and how the data would be collected and analysed. In addition, multiple sources of evidence can result in large amounts of data so the use of NVivo to manage the data is described.Conclusion Each source of evidence selected must have a clear purpose and relate to the study's objectives. Clarification of this during the early planning of any research is imperative.Implications for practice The authors hope that the examples provided to illustrate how multiple sources of evidence are used will guide researchers conducting case study research.

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“…1 However, students may fear the experience especially if they feel unprepared for the complex practice situations that the practicum presents. 2 Studies on students' mental health nursing experiences show that although the practice may help them gain knowledge and skills 3 in the end, it also makes them see the gap between theory and actual practice 1,4 as well as experience anxiety brought about by their lack of sufficient knowledge 1,2 at the outset.…”

Section: Introductionmentioning

confidence: 99%

“…It is necessary that nursing students be adequately equipped for real-life clinical practice 4 as the mental health praxis holds a critical role in promoting mental health, preventing problems associated with it, and treatment of psychiatric disorder among members of society. One sure way of addressing this is by giving them the appropriate training the students need.…”

Section: Introductionmentioning

confidence: 99%

Transition Course in Psychiatric Nursing as an Intervention in Facilitating Students’ Perceived Preparedness In Handling Patients with Mental Illness

Mendez¹

2017

NCOAJ

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Students’ experiences of implementing clinical skills in the real world of practice

Abstract: Staff working with students in clinical practice can help facilitate students' learning and implementing of clinical skills through an understanding of how students adapt and 'fit in' to their working environment.

Cited by 86 publications

References 46 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Selection, collection and analysis as sources of evidence in case study research

Transition Course in Psychiatric Nursing as an Intervention in Facilitating Students’ Perceived Preparedness In Handling Patients with Mental Illness

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