“It All Depends”: How Minority Nursing Students Experience Belonging During Clinical Experiences

2014 ◽  
Vol 35 (2) ◽  
pp. 89-93 ◽  
Author(s):  
Monique Sedgwick ◽  
Tracy Oosterbroek ◽  
Victoria Ponomar
Keyword(s):  
Nursing Students ◽  
Clinical Experiences ◽  
Minority Nursing Students

scholarly journals Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

The Effects of Simulated Clinical Experiences on Anxiety: Nursing Students' Perspectives

2011 ◽  
Vol 7 (5) ◽  
pp. e175-e180 ◽  
Author(s):  
Teresa Gore ◽  
Caralise W. Hunt ◽  
Francine Parker ◽  
Kimberly H. Raines
Keyword(s):  
Nursing Students ◽  
Clinical Experiences

scholarly journals A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

2018 ◽  
Vol 8 (7) ◽  
pp. 91 ◽  
Author(s):  
Constance E. McIntosh ◽  
Cynthia Thomas ◽  
Andrew Edwards
Keyword(s):  
Nursing Students ◽  
Skill Acquisition ◽  
Personal Experience ◽  
Clinical Training ◽  
Autism Spectrum ◽  
Standardized Patient ◽  
Clinical Experiences ◽  
Clinical Simulation ◽  
Patient’S Experience ◽  
Working Together

Simulated clinical experiences are an alternative to on-site clinical training.  Focused simulations allow for teaching, clinical feedback, and adjustments in patient interaction strategies conducted in controlled real-time environments. Simulations allow nursing students to develop skill acquisition, improve critical thinking, problem-solving, and decision making especially when using a standardized patient (SP). The International Organization for Clinical Simulation and Learning defines and SP as an individual specifically educated to depict a patient or person with a particular condition or behavior in a realistic, consistent and repeatable method and educated to consistently represent a patient or person in a scripted situation to instruct, practice, and evaluate. While there is a plethora of information about the participants experience with the simulation process little is known about the SP’s personal experience. This paper discusses the standardized patient’s experience and the faculty viewpoints after several autism simulations were implemented.

Hospice Clinical Experiences for Nursing Students

2015 ◽  
Vol 32 (1) ◽  
pp. 46-49 ◽  
Author(s):  
Sherri Spicer ◽  
Rebecca Heller ◽  
Sarah Troth
Keyword(s):  
Nursing Students ◽  
Clinical Experiences

scholarly journals Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

scholarly journals Birth to Discharge: Neonatal Simulation Clinical Experiences

2018 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Nursing Students ◽  
Nursing Care ◽  
Fetal Monitoring ◽  
Pregnant Patient ◽  
High Fidelity ◽  
Discharge Process ◽  
National Council ◽  
Clinical Experiences ◽  
Clinical Rotations ◽  
Fetal Complications

With an increase in nursing programs to combat the projected nursing shortage, there is more competition for clinical sites for Obstetric-Neonatal clinical rotations. Obstetric and neonatal simulation clinical experiences are being substituted for hospital clinical rotations and for lack of patients during clinical rotations. A technical college in Southeastern United States is using five-hour simulation clinical experiences, in which Obstetric and Neonatal high-fidelity manikins are utilized, as substitutes for hospital clinical rotations or lack of Obstetric-Neonatal patients. Neonatal nursing care is related to the type of disorder the pregnant patient is admitted with to the Antepartum/ Intrapartum Simulation Laboratory Hospital Unit. Three patient scenarios are used for the clinical experiences: neonates born to mothers with gestational diabetes, preeclampsia, or preterm labor. Neonatal complications such as hypoglycemia and prematurity are incorporated into the scenarios. Nursing students use fetal monitoring to identify fetal complications to provide appropriate nursing care to the neonate after delivery. This use of simulation clinical experiences has been endorsed by the National Council of State Boards of Nursing and the National League of Nursing as a substitute for hospital clinical rotations. The significance of using Obstetric-Neonatal simulation clinical experiences is increased understanding by nursing students of the entire antepartum through postpartum nursing care and discharge process. Using the high-fidelity manakins and fetal monitoring, nursing students can obtain hands-on experience when unable to obtain the clinical experience due to lack of a hospital rotation site or lack of patients during their hospital clinical rotation.

Nursing Graduates' Perceptions of Their Undergraduate Clinical Placement

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Shelley L Cobbett ◽  
Mardi A Amirault ◽  
Martha E Muise-Davis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Semantic Analysis ◽  
Nursing Graduates ◽  
Clinical Experiences ◽  
Graduate Nurses ◽  
Clinical Placements ◽  
Newly Graduated Nurses ◽  
Nurses Perceptions ◽  
Supportive Learning Environment

Student clinical practice is a significant and essential part of nursing education. Accordingly, clinical placements need to be positive and valuable. The purpose of this study was to describe newly-graduated nurses' perceptions of their student clinical intersession placements and how these placements impacted their functioning as graduate nurses. Inductive semantic analysis of the data revealed four themes: developing nursing skills and knowledge; preparing for future employment; experiencing supportive relationships; and experiencing realities of work-life. Educators must ensure that clinical placements are in an environment that is conducive to learning and promotes the personal and professional development of nursing students. Positive clinical experiences are more likely related to how valued and supported students feel than the physical aspects of a placement; thus, it is imperative educators assess and focus on providing placements that offer a supportive learning environment.

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