scholarly journals The Status of Experiences of Nursing Skills in Clinical Practice among Nursing Students and Factors Influencing the Subjective Attainment Level: An Analysis of Several Nursing Education Institutions in the Chugoku Region

2015 ◽  
Vol 35 (0) ◽  
pp. 127-135 ◽  
Author(s):  
Sanae Oriyama ◽  
Aki Okamoto
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Factors Influencing ◽  
Nursing Skills ◽  
The Status

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

scholarly journals Nursing students’ experience of learning ethical competence and person-centred care through simulation

2021 ◽  
Vol 11 (2) ◽  
pp. 1-13
Author(s):  
Tone K. Knudsen Oddvang ◽  
◽  
Anne-Lise G. Loftfjell ◽  
Liv Mari Brandt ◽  
Kristin Sørensen ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Strategy ◽  
Ethical Dilemmas ◽  
Research Question ◽  
Ethical Reflection ◽  
Ethical Competence ◽  
Clinical Scenarios ◽  
Starting Point

Background: Ethics is a difficult subject for nursing students to grasp and learn but, like person-centredness, it has an important role in the relationship between nurses and patients. Simulation has been found to be a suitable method for learning nursing procedures and actions, and the researchers wanted to explore whether it could be a suitable learning strategy for acquiring ethical skills, which are a prerequisite for delivering person-centred care. Aim: In response to the research question How can nursing students develop ethical competence through simulation? the study sought to consider how students could learn ethical reflection and decision making through simulated ethical dilemmas, and whether this could enhance their ability to deliver person-centred care. Design: The study was qualitative and exploratory, and based on students acting in scenarios representing general ethical dilemmas in nursing. There were four focus group interviews with nine nursing students in their second year, during their clinical practice. Students were recruited by self-selection. Data were transcribed and analysed using Graneheim and Lundman’s content analysis. Findings: The students gained experience through participation and acting in simulation exercises. The shared experience was a good starting point for guided reflection on ethical and tacit knowledge, and the acquired experience led to knowledge that is transferable to similar situations in clinical practice. Conclusion: This study shows that simulation is a valuable method for learning ethical reflection in nursing education. It found simulation to be suitable for developing ethical awareness that helps prepare nursing students to deliver person-centred practice. It has become a permanent learning strategy within nursing training at Nord University. Implications for practice: • Nursing students benefit from learning to practise critical ethical thinking as early as possible in order to become ethically aware and reflective during their training and later as nurses • Simulation is a valuable way to practise personal relationships with patients and colleagues • Simulated clinical scenarios improve competence in critical thinking and ethical conduct, and help prepare nurses to deliver person-centred practice. They can be used in all healthcare settings.

scholarly journals Predicted Influences of Artificial Intelligence on Nursing Education: Scoping Review

JMIR Nursing ◽  
10.2196/23933 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e23933
Author(s):  
Christine Buchanan ◽  
M Lyndsay Howitt ◽  
Rita Wilson ◽  
Richard G Booth ◽  
Tracie Risling ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Scoping Review ◽  
Nurse Educators ◽  
Clinical Care ◽  
Grey Literature ◽  
Academic Institutions ◽  
Health Technologies

Background It is predicted that artificial intelligence (AI) will transform nursing across all domains of nursing practice, including administration, clinical care, education, policy, and research. Increasingly, researchers are exploring the potential influences of AI health technologies (AIHTs) on nursing in general and on nursing education more specifically. However, little emphasis has been placed on synthesizing this body of literature. Objective A scoping review was conducted to summarize the current and predicted influences of AIHTs on nursing education over the next 10 years and beyond. Methods This scoping review followed a previously published protocol from April 2020. Using an established scoping review methodology, the databases of MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Centre, Scopus, Web of Science, and Proquest were searched. In addition to the use of these electronic databases, a targeted website search was performed to access relevant grey literature. Abstracts and full-text studies were independently screened by two reviewers using prespecified inclusion and exclusion criteria. Included literature focused on nursing education and digital health technologies that incorporate AI. Data were charted using a structured form and narratively summarized into categories. Results A total of 27 articles were identified (20 expository papers, six studies with quantitative or prototyping methods, and one qualitative study). The population included nurses, nurse educators, and nursing students at the entry-to-practice, undergraduate, graduate, and doctoral levels. A variety of AIHTs were discussed, including virtual avatar apps, smart homes, predictive analytics, virtual or augmented reality, and robots. The two key categories derived from the literature were (1) influences of AI on nursing education in academic institutions and (2) influences of AI on nursing education in clinical practice. Conclusions Curricular reform is urgently needed within nursing education programs in academic institutions and clinical practice settings to prepare nurses and nursing students to practice safely and efficiently in the age of AI. Additionally, nurse educators need to adopt new and evolving pedagogies that incorporate AI to better support students at all levels of education. Finally, nursing students and practicing nurses must be equipped with the requisite knowledge and skills to effectively assess AIHTs and safely integrate those deemed appropriate to support person-centered compassionate nursing care in practice settings. International Registered Report Identifier (IRRID) RR2-10.2196/17490

scholarly journals Simulation in pediatric nursing education: Are there enough evidence for future practice?

2022 ◽  
Vol 4 (4) ◽  
pp. 121-126
Author(s):  
Bindu John ◽  
Usha Marath
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Patient Care ◽  
Improve Patient Safety ◽  
Knowledge Retention ◽  
Pediatric Nursing ◽  
Practice Experience ◽  
Care Outcomes ◽  
Nursing Courses

Research on simulation is still a developing field in nursing and simulation-based learning is gaining momentum with its application over the past two decades in nursing education. Simulation is utilized as a method of training, by helping the learners for competent practice and to improve patient safety, but not much evidence is available for its application in pediatric nursing education.This study aimed to (1) describe the application of simulation in teaching pediatric nursing education and (2) explore the evidence for its application in developing clinical competencies and skills in nursing students taking pediatric courses.A literature search was conducted in Google Scholar, PubMed, Medline, Science Direct & ProQuest for the relevant articles available on the internet. Descriptive, experimental, and systematic reviews concerning simulation in pediatric nursing were included.Mixed results were cited in studies about imparting the knowledge concerning the applicability of simulation in pediatric nursing courses. Available evidence shows that simulation can improve the competency of students in clinical practice and in improving patient care outcomes and communication skills. There is a paucity of studies about the applicability of simulation in pediatric nursing education. Simulation is found to be a useful strategy in providing a near-to-real experience for the students to practice high-risk, rare procedural skills in pediatric nursing education. However, further, evidence is required to replace clinical practice experience with simulation, for sustained improvement in patient care outcomes, and in critical thinking and knowledge retention in nursing students.

scholarly journals Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania

2019 ◽  
Vol 2019 ◽  
pp. 1-9 ◽  
Author(s):  
Helena Marco Gemuhay ◽  
Albino Kalolo ◽  
Robert Mirisho ◽  
Beatrice Chipwaza ◽  
Elijah Nyangena
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Experiences ◽  
Clinical Placement ◽  
Background Information ◽  
Clinical Learning ◽  
School Factors ◽  
Chi Square ◽  
Factors Influencing ◽  
Northern Tanzania

There is an increased call for improving the environment in which nursing students learn the clinical skills. Clinical practice in the clinical placement sites should allow students to apply their theoretical knowledge in a real environment, develop nursing skills and clinical reasoning, and observe and adapt the professional role. This study aimed at identifying the factors influencing performance in clinical practice among preservice diploma nursing students in Northern Tanzania. This study relied on a cross-sectional analysis of data collected from nursing schools in Northern Tanzania in which 208 (123 nursing students and 85 nurse tutors) participants were recruited in the study. Data was gathered using a self-administered questionnaire which collected information on sociodemographic characteristics and factors influencing clinical practice categorized in students’ factors, hospital based factors, social-economic factors, and nurse tutors opinions assessed. Descriptive analyses and chi-square test were employed to understand the background information of the sample and association between variables. Majority of the nursing students (84.4%) agreed that clinical placement offers students adequate opportunity for clinical practical learning. Barriers to effective clinical learning was reported by 70.1% of the participants and the barriers include student factors such as lack of self-confidence and absenteeism, school factors such as improper supervision, and poor preparation of clinical instructors or clinical facility factors. We found a significant association between type of barrier and gender (chi-square 0.786, p=0.020). More male nursing students (62.1%) significantly reported unsupportive environment as a barrier and anxiety was more common in female nursing students (48.9%) (p=0.020). Reporting of barriers to effective clinical learning by students from different schools of nursing was not significant (P=0.696). In addition, age of participants did not have significant association with effective clinical practice (p=0.606). Student’s factors and placement based factors played an important role to influence clinical learning experiences. Offering preclinical orientation, distributing and clarifying clinical learning objectives to students, and frequent visits and supervision of students in clinical area may improve student learning experience in clinical placement. In addition, tailoring the interventions to gender may improve learning experiences.

Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Satu Kajander-Unkuri ◽  
Riitta Meretoja ◽  
Jouko Katajisto ◽  
Helena Leino-Kilpi ◽  
Arja Suikkala
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competence Scale ◽  
The Relationship ◽  
Education Nursing

AbstractDuring nursing education, nursing students are required to develop their competence to be able to fulfill their duties safely as Registered Nurses. The aims of this study were to explore 1) nursing students’ self-assessed competence levels during education 2) the relationship with competence and frequency at which competencies are utilized in clinical practice, and 3) factors related to competence levels. 841 (response rate 67.6 %) nursing students responded to the Nurse Competence Scale in a cross-sectional study. The self-assessed overall competence levels were improving during the education continuum (VAS-means 1st 56.6; 2nd 58.3; 3rd 59.8 and 3.5th -year students 68.4). Every group revealed a significant positive correlation with competence and frequency at which competencies are utilized in clinical practice in clinical placement. Risk factors for low competence were also identified. Systematic multimethod competence evaluations with longitudinal designs are needed to monitor outcomes of nursing education.

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