Undergraduate nursing students' strategies for coping with their first clinical placement: Descriptive survey study

Alshahrani, Yousef Mohammed J; Cusack, Lynette; Rasmussen, Philippa

doi:10.1016/j.nedt.2018.07.005

Cited by 50 publications

(42 citation statements)

References 28 publications

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“…While interacting and working with patients, sensitiveness to ongoing support by preceptors and all nursing staff acting as an educational resource is important, especially for younger students, because they often engender various emotions and psychological reactions in their encounters with patients due to inexperience in their own role in nursing (Cowen et al., 2018; Johansson & Mårtensson, 2019; Kandal et al., 2018). In contrast, rewarding experiences with patients can leave a lasting impression on their motivation towards nursing as a career and transition to a RN (Alshahrani, Cusack, & Rasmussen, 2018; Suikkala & Leino‐Kilpi, 2005).…”

Section: Discussionmentioning

confidence: 99%

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Suikkala

Leino‐Kilpi

Katajisto

et al. 2020

Journal of Clinical Nursing

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Aims and objectives: To describe the nursing student-patient relationship in terms of three types of relationships-mechanistic, authoritative and facilitative-and analyse the factors related to the type of relationship. Background: As future professionals, nursing students have a central role in facilitating patient autonomy while working in partnership with patients. Supporting student-patient relationship throughout the nursing education may result in positive outcomes for both students and patients. Design: A cross-sectional study. Methods: The data were collected from a convenience sample of Finnish nursing students using a structured web survey. Statistical data analysis was performed using chi-square test, two-sample t test, one-way analysis of variance and multinomial logistic regression. The STROBE Statement-Checklist for cross-sectional studies was used (Appendix S1). Results: Students most often assessed their relationship with the patients as facilitative, followed by authoritative and mechanistic relationships. The results revealed three predictors for facilitative relationship: students' older age, long enough contact time with the patient and higher competence in ensuring quality. In authoritative and facilitative relationships, students had significantly more positive perceptions of the contextual factors and consequences of the relationship and higher ratings of selfassessed competence levels than students in a mechanistic relationship. Conclusions: It seems that the facilitative student-patient relationship is connected to the professional competence of nursing students, especially in the area of ensuring the quality of patient care. Therefore, sustaining clinical learning environments and pedagogical approaches that value and support facilitative relationships in students' clinical learning should be enhanced. Relevance to clinical practice: Efforts aimed at contributing to facilitative studentpatient relationships have a crucial role in shaping students' competency and in promoting high-quality patient care. Thus, supervision of students organised around | 4031 SUIKKALA et AL.

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Section: Discussionmentioning

confidence: 99%

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Suikkala

Leino‐Kilpi

Katajisto

et al. 2020

Journal of Clinical Nursing

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“…Nursing, midwifery and other undergraduate allied health professional students suffer similarly to fully qualified healthcare professionals in terms of stress and burnout (Maben et al., 2007) with student empathy levels, like medical students (Hojat et al., 2004) declining during their degree programmes. Students often require counselling support during and after attending clinical and/or professional placement (Alshahrani, Cusack, & Rasmussen, 2018). Retaining nurses and other health professionals in the workforce is a significant ongoing problem globally.…”

Section: Introductionmentioning

confidence: 99%

“I can’t stop thinking about it”: Schwartz Rounds^® an intervention to support students and higher education staff with emotional, social and ethical experiences at work

Jakimowicz

Maben

2020

Journal of Clinical Nursing

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“…Healthcare dynamics are shifting how nursing education envisions, creates, and implements clinical learning opportunities. Clinical experiences should reinforce didactic content with the norms of nursing practice 1 . Scheduling exclusive child‐bearing practicums are often challenging due to limited acuity, staffing, time, and maternal client presentation 2 .…”

Section: Introductionmentioning

confidence: 99%

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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Undergraduate nursing students' strategies for coping with their first clinical placement: Descriptive survey study

Cited by 50 publications

References 28 publications

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

“I can’t stop thinking about it”: Schwartz Rounds^® an intervention to support students and higher education staff with emotional, social and ethical experiences at work

Meaningful learning actualized through a perinatal continuity of care experience

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Undergraduate nursing students' strategies for coping with their first clinical placement: Descriptive survey study

Cited by 50 publications

References 28 publications

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Nursing student–patient relationship and related factors—A self‐assessment by nursing students

“I can’t stop thinking about it”: Schwartz Rounds® an intervention to support students and higher education staff with emotional, social and ethical experiences at work

Meaningful learning actualized through a perinatal continuity of care experience

Contact Info

Product

Resources

About

“I can’t stop thinking about it”: Schwartz Rounds^® an intervention to support students and higher education staff with emotional, social and ethical experiences at work