scholarly journals Recognition for registered nurses supporting students on clinical placement: a grounded theory study

2020 ◽  
Vol 37 (3) ◽  
Author(s):  
Carina Anderson ◽  
Lorna Moxham ◽  
Marc Broadbent
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Registered Nurses ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Theory Approach ◽  
Major Category ◽  
Additional Time ◽  
Clinical Placements ◽  
Undergraduate Nursing

Objective: This study examined registered nurses’ perspectives of being supportive of nursing students and providing them with learning opportunities when on clinical placements. Background: In Australia, as part of their three-year Bachelors degree, undergraduate nursing students undertake a minimum of 800 hours of clinical placement. During these clinical placement hours, nursing students are supervised by registered nurses who are required to be supportive of the students and provide them with learning opportunities. Study design and methods: This study used a grounded theory approach. In this qualitative study there were fifteen registered nurse participants. Thirteen participants were female participants and two were male. Participants were individually interviewed. Transcripts from these in–depth interviews were analysed using constant comparative analysis. Results: The major category, an added extra, emerged from this study. An added extra is about registered nurses’ perception that having a student is an added extra to their daily duties. The major category an added extra is informed by three emergent themes. The first theme was time, the second theme was workload and the third theme was wanting recognition. Discussion: Registered nurses perceived that their workloads tend not to be taken into consideration when they have nursing students. The literature suggests that nursing students often miss out on learning opportunities when they are on clinical placement because registered nurses do not have additional time to effectively support students’ clinical learning. Conclusion: Participants in this study believed being supportive of nursing students and providing them with learning opportunities was an added extra to their daily nursing duties. Findings revealed registered nurses want to be recognised for the extra time and effort they dedicate to students’ learning.

Motivation and International Clinical Placements: Shifting Nursing Students to a Global Citizenship Perspective

2014 ◽  
Vol 11 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Caroline A. Burgess ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Students ◽  
Low Income ◽  
Global Citizenship ◽  
Student Nurses ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Global Issues ◽  
Low Income Country ◽  
Undergraduate Nursing ◽  
Nursing Curricula

AbstractNursing programs are increasingly offering international clinical experiences as part of nursing curricula. The purpose of this study was to understand what motivates student nurses to take part in these experiences. Related to motivation, student awareness of emerging nursing discourses on global citizenship was also examined. As part of a qualitative study, nine undergraduate nursing students were interviewed about their motivations for choosing a clinical placement to a low-income country. While students appeared to have a sincere desire to make a difference, closer examination of the data revealed that the majority approached their international clinical placement in ways that could be construed as paternalistic to some degree, rather than reflective of broader professional imperatives such as social justice. This finding suggests that additional education preparation may be needed prior to these experiences; global citizenship frameworks may be helpful in shifting perspectives towards a more critical enquiry of global issues.

Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study

2018 ◽  
Vol 40 (12) ◽  
pp. 1765-1784 ◽  
Author(s):  
Gulzar Malik ◽  
Lisa McKenna ◽  
Debra Griffiths
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Settings ◽  
Theory Approach ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Grounded Theory Method ◽  
Grounded Theory Approach ◽  
Australian Universities

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students’ appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory “ On a path to success: Endeavoring to contextualize curricula within an EBP framework” reflects academics’ endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics’ journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.

scholarly journals What Helps, What Hinders? Undergraduate Nursing Students’ Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature

2021 ◽  
Vol 7 ◽  
pp. 237796082110358
Author(s):  
Robyn Cant ◽  
Colleen Ryan ◽  
Lynda Hughes ◽  
Elise Luders ◽  
Simon Cooper
Keyword(s):  
Nursing Students ◽  
Conceptual Model ◽  
Qualitative Studies ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Thematic Synthesis ◽  
Undergraduate Nursing ◽  
Positive Elements

Introduction Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric.

scholarly journals “Loving Nursing” and “Taking Responsibility”: Strategies for Transitioning to Practice in Lebanon

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882037
Author(s):  
Michael Clinton ◽  
Sawsan Ezzeddine ◽  
Myrna Doumit ◽  
Ursula Rizk ◽  
Murielle Madi
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
Baccalaureate Nursing ◽  
Nurse Managers ◽  
Cross Sectional ◽  
Self Monitoring ◽  
Clinical Placements ◽  
Hospital Administrators ◽  
Baccalaureate Nursing Programs ◽  
Taking Responsibility

Transitioning to practice is challenging for baccalaureate nursing students. In baccalaureate nursing programs, the process typically begins in the junior year. A Successful transition depends on how well students apply their developing knowledge during clinical placements. A cross-sectional, multisite, qualitative study was conducted at four universities in Greater Beirut, Lebanon. In total, 35 junior baccalaureate students participated in audio-recorded focus group discussions. Thematic analysis was used to analyze the data. Three themes were sufficient to summarize the students experiences: “being unprepared,” “learning unexpected lessons,” and “taking responsibility.” Three subthemes, revising expectations, discovering divergence, and self-monitoring, were used to clarify the unexpected lessons students learned during clinical placements and how students responded. “Loving nursing and protecting yourself,” making the most of every day, and doubting future readiness were subthemes within the “taking responsibility” theme. Students troubled by nursing practices that diverged from their expectations monitored themselves to avoid falling into poor practices and kept track of the nursing procedures they performed. Only by taking responsibility for their learning, could students develop the competencies they will need as registered nurses. Faculty, clinical instructors, hospital administrators, nurse managers, and registered nurses need to do more to support students to take control of their learning.

Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship

2018 ◽  
Vol 51 (2) ◽  
pp. 63-71 ◽  
Author(s):  
Jill Vihos ◽  
Florence Myrick ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Moral Development ◽  
Nursing Student ◽  
Nursing Practice ◽  
Moral Identity ◽  
Theory Approach ◽  
Moral Issues ◽  
Undergraduate Nursing ◽  
Patient’S Experience ◽  
Authentic Caring

Background The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method A grounded theory approach was used to explore the process within the context of clinical practice and the student–preceptor–faculty member relationship. Results Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient’s experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.

scholarly journals Developing International Clinical Placements: Enhancing Student Awareness

2017 ◽  
Vol 1 (4) ◽  
pp. 1-7
Author(s):  
Sharon Elizabeth Metcalfe
Keyword(s):  
United States ◽  
Great Britain ◽  
Nursing Students ◽  
Cultural Awareness ◽  
Southeastern United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Exchange Programs ◽  
Clinical Nursing ◽  
Schools Of Nursing

Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs

scholarly journals Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Ntombizodwa S. Linda ◽  
Hester C. Klopper ◽  
Deliwe R. Phetlhu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Spiritual Care ◽  
Education Institution ◽  
Western Cape ◽  
Study Objective ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

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