The essence of professional competence experienced by Norwegian nurse students: A phenomenological study

Thorkildsen, Kari Marie; Råholm, Maj-Britt

doi:10.1016/j.nepr.2009.08.003

Cited by 24 publications

(25 citation statements)

References 32 publications

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“…Thorkildsen and Råholm stated that having a sense of security at the bedside is a key component in the learning process, which increases the learning opportunities and the formation of professional competences in the students. [ 46 ]…”

Section: Discussionmentioning

confidence: 99%

Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Baraz

Memarian

Vanaki

2015

J Edu Health Promot

102

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Background:Clinical learning environment is a complex social entity. This environment is effective on the learning process of nursing students in the clinical area. However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing. In attention to clinical experiences and factors contributing to the learning of these experiences can waste a great deal of time and energy, impose heavy financial burden on educational systems, cause mental, familial and educational problems for students, and compromise the quality of patient care. Therefore, this study was carried out with the goal of determining the learning challenges of nursing students in clinical environments in Iran.Materials and Methods:In this qualitative study carried out in 2012–2013, 18 undergraduate nursing students were selected by using purposive sampling method from the Faculty of Nursing and Midwifery of Tehran and Shahid Beheshti Universities. Semi-structured interviews were used to collect data. The content analysis method was used to determine relevant themes.Results:Two themes were derived from the data analysis, which represented the students’ clinical learning challenges. These two themes included insufficient qualification of nursing instructors and unsupportive learning environment.Conclusions:Identification of the students’ clinical learning challenges and actions to remove or modify them will create more learning opportunities for the students, improve the achievement of educational goals, provide training to nursing students with the needed competencies to meet the complex demands of caring and for application of theories in practice, and improve the quality of healthcare services.

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Section: Discussionmentioning

confidence: 99%

Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Baraz

Memarian

Vanaki

2015

J Edu Health Promot

102

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“…Students feel proud and honoured by the preceptors' faith and trust in their capacities, which motivates them to do their very best (cf. 13,24,25). The offered responsibility is perceived as a challenge and a trust they are compelled to take on and fulfil.…”

Section: Comprehensive Understandingmentioning

confidence: 99%

“…Students value having autonomy, but still need the security that preceptor proximity offers . Getting responsibility shows faith in the students' ability, which is perceived as motivating . Moreover, responsibility encourages students to take their own initiatives, make independent decisions and strengthen their knowledge .…”

Section: Introductionmentioning

confidence: 99%

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Understanding and becoming – the heart of the matter in nurse education

Sandvik

Eriksson

Hilli

2014

Scandinavian Caring Sciences

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The aim of this study was to deepen the understanding of student nurses' processes of understanding and becoming nurses. The study is phenomenological-hermeneutic in design, comprising data from three focus group interviews in two Scandinavian countries. The process of student nurses' understanding and becoming a nurse emerged as a hermeneutical movement. A caring student-preceptor relationship and a growth-promoting preception in a supportive and inclusive environment provide the frame within which the movement happens. The movement towards understanding and becoming is initiated as students, based on their level of knowledge, are given responsibility. In order to fulfil the responsibility imposed on them, students take their entire repertoire of knowledge into consideration. By tying these threads together, they found the basis for conscious action, and care is provided according to what the current situation requires. The experiences obtained are reflected on and integrated with earlier knowledge, which leads to enhanced understanding. Students form a new base to stand on. They show increased readiness for still more responsibility and action. This movement towards deeper understanding and becoming affects the students also ethically and deepens their ethical awareness. When one loop of understanding and becoming is closed the process continues by passing into a new loop. This movement could be described as a hermeneutical spiral consisting of interconnected loops taking the students further and deeper in their process of understanding and becoming a nurse. The student-preceptor relationship and the ethos permeating it are decisive for students' learning both epistemologically and ontologically. Responsibility is the catalyst in students' understanding and becoming both intellectually and ethically. Understanding and becoming are ongoing processes of appropriation, thus altering students both professionally and personally. Understanding and becoming can be perceived as the hearth of the matter in nurse education.

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“…Mange studenter opplever høyt stress nå r uventede og ukontrollerbare ting skjer i det kliniske feltet. Fagutvikling og kritisk tenkning kan øke om studenten få r erfaring med helhetlig kyndig omsorg sammen med veileder Á en veileder som viser kompleksiteten i den faglige omsorgen, som utfordrer og gir konstruktiv tilbakemelding i forhold til kunnskaper, holdninger og ferdigheter samt bidrar til fagutvikling og kritisk tenkning (Thorkildsen & Rå holm, 2010).…”

Section: Verdsett Medfølelse På Veien Mot Reflektert Praksis!unclassified

Å fremme studenters evne til refleksjon – en pedagogisk utfordring

Dahl¹,

Alvsvåg²

2013

Uniped

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Sammendrag Artikkelen retter oppmerksomheten mot refleksjonsprosessen i en sykepleierutdanning slik den kommer til uttrykk i studenters refleksjonsnotat. Fokus er på notater som karakteriseres som ikke-reflekterte. At studenters refleksjonsnotater ikke inneholder refleksjonselementer er bekymringsfullt i en profesjonsutdanning. Hensikten med studien er å belyse noen trekk ved ikke-reflekterte refleksjonsnotater og kontrastere disse med notater som har refleksjon og derav utlede noen pedagogiske utfordringer. Det empiriske utvalget bestå r av sykepleierstudenters skriftlige refleksjonsnotater fra praksisstudier i sykehjem 1. og 3. studieå r. 18 notater var gjenstand for kvalitativ tematisk innholdsanalyse foruten en teoribasert analytisk modell bestå ende av «Ikke reflektert», «Reflektert» og «Kritisk reflektert». Fem av notatene manglet refleksjonselementer. Å etterspørre faglig kunnskap, skape rom for refleksjon, stimulere til nytenkning og verdsette medmenneskelighet gjennom hele utdanningen kan bidra i studenters refleksjonsprosess. Studenter må ansvarliggjøres og konfronteres med faglig resonnering, grunnlaget for handlinger og egne holdninger. Nå r reflekterte praktikere er må let for profesjonsutdanninger, blir slike sider vesentlige.

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The essence of professional competence experienced by Norwegian nurse students: A phenomenological study

Cited by 24 publications

References 32 publications

Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Understanding and becoming – the heart of the matter in nurse education

Å fremme studenters evne til refleksjon – en pedagogisk utfordring

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