Download or read book Undergraduate Nursing Students Perceptions of the Psychosocial Characteristics of the Clinical Learning Environment During Their Clinical Placements written by Abeer Ali Moh'd Alraja and published by . This book was released on 2011 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students -- Clinical learning environment -- Canada -- Preceptor.

Download or read book Teaching Nursing written by Lynne E. Young and published by Lippincott Williams & Wilkins. This book was released on 2007 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies.

Download or read book The Nurse Mentor S Handbook Supporting Students In Clinical Practice written by Walsh, Danny and published by McGraw-Hill Education (UK). This book was released on 2014-09-01 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This popular book is the ideal companion text for all new and trainee nurse mentors, to help devise and enhance learning opportunities for their students.

Download or read book Modifiable Clinical Setting Factors Contributing to Belongingness in Undergraduate Nursing Students in the Clinical Learning Environment written by Diana L. Singer and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Exacerbated by the impact of the COVID-19 pandemic, the current global nursing shortage continues to grow and the need for competent new graduate nurses is greater than ever. Clinical placements are recognized as a critical component in nursing students' preparation to enter professional practice. Nursing schools are tasked by accrediting agencies to ensure these experiences are robust, safe, and supportive for students. Encompassing feelings of acceptance, connection, and value alignment, the concept of belongingness has been linked to positive personal and educational outcomes in undergraduate nursing students in the clinical learning environment. These include increased learning, participation, confidence, and professional socialization as well as decreased anxiety and increased satisfaction with clinical experiences. A gap in the literature has been identified surrounding evidence-based interventions to foster these important feelings of belongingness in undergraduate nursing students in the clinical learning environment. Methods: Three studies were completed. First, a scoping review synthesized evidence from 47 articles related to undergraduate nursing students' feelings and experiences with belongingness in the clinical learning environment. Second, a pilot study was undertaken at a nursing school in the southern United States to adapt the Belongingness Scale--Clinical Placement Experience tool for use with nursing students in the U.S. Third, a national study was performed in which the U.S. version of the Belongingness Scale--Clinical Placement Experience was paired with items assessing demographics, program/clinical structure, and students' experiences with and perceived value of modifiable clinical setting factors in four categories (clinical format factors, clinical site factors, relationship and interpersonal factors, and miscellaneous factors) derived from the literature as potentially increasing feelings of belongingness. Results: The scoping review identified key areas related to belongingness in undergraduate nursing students in the clinical learning environment to include educational and personal outcomes of belongingness and alienation, contributing factors to belongingness, interventions to foster belongingness, and measurement of the concept. The pilot study established a psychometrically sound 25-item scale, the U.S. Version of the Belongingness Scale--Clinical Placement Experience, to effectively measure belongingness in U.S. undergraduate nursing students. The third study identified 1 program/clinical structure factor and 10 modifiable clinical setting factors that significantly impact belongingness, five of which potentially predict these feelings. Conclusion: This research underscores the importance of fostering belongingness in nursing education programs to ensure students meet learning outcomes while having positive experiences in the clinical learning environment. Together, this body of work provides a foundation for nursing educators to understand, measure, and develop interventions that foster belongingness in U.S. undergraduate nursing students in the clinical learning environment. This work is of critical importance for nursing programs, pedagogy experts, and clinical agencies as efforts are made to increase the nursing workforce with skilled, professional new graduate nurses.

Download or read book Nursing Students Perceptions of and Experiences with Coping as They Face Stress in Clinical Practice written by GURPREET. KAUR and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical practice is a major component of nursing education wherein significant learning takes place. It is also a place where nursing students can experience stress which can have a negative impact on their learning. The purpose of this study was to explore nursing students' perceptions of and experiences with their coping efforts as they face stress associated with clinical practice. Lazarus and Folkmans' theory of stress and coping guided this study. Semi-structured interviews were conducted with 10 undergraduate nursing students. Qualitative thematic analysis was used to analyze the data. Four major themes emerged upon analysis: Learning about self, Social Support, Self-Care, and Clinical Instructors. Nursing students need clinical environments which let them face challenges and meet the responsibilities of nursing practice with support from clinical instructors (Emerson, 2007; Parker & Myrick, 2010). A non-punitive and respectful environment is essential for a student to learn and cope effectively with stressful situations. Clinical instructors play a significant role in the clinical practice of nursing students. Clinical instructors facilitate learning by helping students to overcome situational, knowledge-related or emotional stressors. Negative relationships with them can increase the amount of stress in students in their clinical practice. Whereas positive relationships with the instructors and the staff on the unit increase students' comfort, decrease stress, and enhance learning. This study yielded qualitative data on nursing students' views about and experiences with coping with the stress from their clinical practice. This study also provided valuable information regarding the clinical instructor's role in the coping process. The findings have implications for improving the clinical instructor's role in enhancing coping among nursing students with the stress that arises from clinical practice.

Download or read book Perceptions of Nursing Students of the Impact that Human Patient Simulation Had on Their Clinical Experience written by Susan Ogilvie and published by . This book was released on 2008 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Pre licensure Nursing Students Perception of the Simulation Learning Environment as Helpful in Achieving Clinical Competencies and Their Perception of the Impact of the Level of Fidelity written by Wendy M. Crary and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question of this study was: to what degree do nursing students perceive using the High Fidelity Simulation (HFS) learning environment to be helpful in their ability to achieve clinical competency. The seven research sub-questions explored the students' demographics as an influence on rating of "Reality" and "Helpfulness" and the correlation between the students' rating of reality in their HFS learning experience and their rating of "Helpfulness" of achieving clinical competencies as related to their ability to learn. The purpose of this study was to explore and describe the phenomena of student perceptions of learning in the simulation environment and the role of the level of "Reality". The significance of the study is the lived experience of the nursing student in the High Fidelity Simulation learning environment is better understood. The detailing of relationships between the study variables and the strength of those relationships may provide guidance for educators to direct their efforts more effectively in teaching and learning. This research used the research approach of a sequential mixed methods descriptive study: survey and focus groups. the data analysis reveals that for eight of the eleven items in Section II of the survey, which covered Role Expectations and Clinical Competencies, the students rated the simulation learning environment in the Helpful range, least Helpful; "Evidenced Based Practice", most helpful; "Teamwork and Collaboration". A second statistically significant correlation (r = .66) revealed the more real the student perceived the simulation environment they also rated more highly the "Helpfulness" of the environment in achieving clinical competencies. The positive correlation suggests that the more real the student perceives the simulation learning environment to be, the more helpful they found the environment in achieving clinical competencies. Another statistically significant finding (r = .62) : the more real the student perceived the simulation environment to be they also reported more strongly that the level of "Reality" had an impact on their ability to learn. Educators may use this new knowledge for making improvements to the learning environment in respect to why some competencies were perceived to be more challenging and others less so.

Download or read book Undergraduate Nursing Students Perceptions and Experiences of Factors that Influence Their Learning in Clinical Practice written by Poerwono Junianto and published by . This book was released on 2003 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Identifying Characteristics of the Clinical Learning Environment that Best Support Student Nurse Learning in a Hospital Setting in New Zealand written by Colleen D. Murphy and published by . This book was released on 2017 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the three-year Bachelor of Nursing degree, student nurses in New Zealand are required by the Nursing Council of New Zealand to undertake a minimum of 1100 hours in the clinical learning environment. The successful achievement of learning outcomes for student nurses in the clinical area depends partially upon the quality of the teaching and learning environment in which students are situated. The aim of this research was to explore clinical learning experiences from the student nurse perspective to determine learning opportunities that best support them in hospital settings in New Zealand. This single case study utilised both quantitative (Phase I) and qualitative (Phase II) methods for data collection and subsequent analysis and interpretation. Phase I utilised the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Questionnaire. The questionnaire focused on subgroups that covered supervisory relationships; pedagogical atmosphere and nursing practice on the ward; student nurse educator support; leadership style of the ward manager. Student nurses from year one, two and three (n=238: response rate of 70%) were asked to anonymously complete the CLES+T questionnaire. Ethnicity, length of placement and year of student were reported on. In Phase II, two focus groups were formed, with six participants in each, two year one students, two year two students, two year three students, participants volunteered to be a part of the focus group. Discussions were audiotaped and transcribed to offer rich descriptions of the student nurse's experience , thus enabling thematic analysis of findings. Themes that emerged from the findings included the impact of the preceptorship model of supervision on student learning outcomes, confidence and self-esteem, as well as students' learning with regards to feelings of belongingness and feeling welcomed. Furthermore this study identified the positive impact of the patient in student nurse learning. A comparative study was also carried out with a Bachelor of Nursing programme at another site in New Zealand. Student nurses in this study were slightly more satisfied with their integration into the hospital ward. Recommendations from this study include reviewing the model of supervision for student nurses in their first hospital clinical placement, and mandatory preceptorship training. for registered nurses undertaking the preceptorship role. Future research recommendations include reviewing the effectiveness of the Dedicated Education Units in New Zealand and exploring the patient-student nurse relationship with regard to increasing learning opportunities.

Download or read book Creating an Optimal Clinical Learning Environment for Undergraduate Nursing Students Preceptors Views written by Negishi Mayumi and published by . This book was released on 2017 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Challenges During Clinical Accompaniment written by Ledile Edith Manamela and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the prerequisites during the training of nursing students is clinical accompaniment by professional nurses, which offers direction and guidance to professional development. Exposure to the Clinical Learning Environment (CLE) affords nursing students with an exclusive background for experiential learning and skills that are rare to be acquired elsewhere. Professional nurses in hospitals and clinics are expected to accompany nursing students in the CLE to assist them in achieving the learning outcomes. However, nursing students at the selected higher education institution indicated dissatisfactions with the conduct of professional nurses during their placement at the CLE. OBJECTIVES: To explore and describe the challenges experienced by the undergraduate nursing students within the CLE in the Capricorn District, Limpopo Province. METHODOLOGY: A qualitative research method was used to explore and describe the challenges experienced by undergraduate nursing students in the CLE in the Capricorn District, Limpopo Province. The population comprised of undergraduate student nurses enrolled for Bachelor of Curationis Degree for the academic year 2017 from the selected higher education institution, with a total number of 258 undergraduate nursing students. Purposive sampling was used to select participants who are more knowledgeable about the problem studied. The third- and fourth-year undergraduate nursing students, who are 122 in total, were selected purposively until data saturation was reached. Four focus group interviews were conducted to collect data. TeschaÌ22́Ơ4́Øs open coding data analysis method was used to analyze data. Ethical considerations and trustworthiness were maintained throughout the study. FINDINGS: Three main themes and sub-themes related to challenges of the undergraduate nursing students within the Clinical Learning Environment emerged, based on the findings of the study namely: Challenges experienced by students; inadequate learning opportunities and Attitudes of professional nurses. These themes further guided the recommendations for the nursing practice, nursing education and for future research. CONCLUSION: A conducive learning environment should be established to enable nursing students to acquire professional knowledge and skills through team-work between nursing education institutions, clinical staff, and multidisciplinary team members. Professional nurses need to support and treat students fairly, irrespective of their educational institution or field of training.

Download or read book Qualitative Research in Nursing written by Helen Streubert Speziale and published by Lippincott Williams & Wilkins. This book was released on 2011 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Qualitative Research in Nursing is a user-friendly text that systematically provides a sound foundation for understanding a wide range of qualitative research methodologies, including triangulation. It approaches nursing education, administration, and practice and gives step-by-step details to instruct students on how to implement each approach. Features include emphasis on ethical considerations and methodological triangulation, instrument development and software usage; critiquing guidelines and questions to ask when evaluating aspects of published research; and tables of published research that offer resources for further reading"--Provided by publisher.

Download or read book Nursing Students Perceptions of the Dedicated Education Unit as an Effective Clinical Learning Environment written by Kay Edgecombe and published by . This book was released on 2005 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Virtual Simulation in Undergraduate Nursing Students Confidence when De escalating a Patient Demonstrating Escalating Behaviour written by Meghan Conrad and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate nursing students are unprepared to manage patients demonstrating escalating aggressive behaviour encountered during their clinical placements. This unpreparedness in part increases their vulnerability during volatile scenarios. Confidence and competence surrounding de-escalation skills can be achieved through virtual simulated learning opportunities. The purpose of this study was to evaluate undergraduate nursing students' perceptions of confidence and success in their de-escalation skills following a virtual simulation intervention. The potential impact of participants identified age, gender, ethnicity, and year in the program on overall outcomes were also evaluated. A quantitative, one group pretest-posttest design was used to complete this study. Students were recruited using a convenience sampling method. Students in all years of the College of Nursing (N=720) were contacted through email by the Manitoba Centre for Nursing and Health Research (MCNHR). Once consent was obtained, participants were directed to complete a 10-question demographic questionnaire with four additional questions on participants' psychosocial well-being in light of the pandemic, and a nine-question pre- and post-virtual simulation de-escalation confidence and knowledge survey. The virtual de-escalation simulation provided to participants was one created by the Canadian Alliance of Nurse Educators Using Simulation (CAN-Sim) took approximately 20 minutes to complete. Descriptive statistics as well as paired t-tests were used to analyze the survey data. Through this analysis, it was found that a virtual simulation on de-escalation positively impacted participants feelings of confidence and success. These findings emphasize the simplicity of effective de-escalation education and should serve to encourage undergraduate nursing institutions to start conversations on the importance of providing comprehensive violence prevention education to their students.

Download or read book Nursing students perceptions of learning clinical judgement in undergraduate nursing education written by Gary Lynn Loving and published by . This book was released on 1991 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical Teaching Strategies in Nursing Fourth Edition written by Kathleen Gaberson and published by Springer Publishing Company. This book was released on 2014-03-05 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart

Download or read book The CLES Scale An Evaluation Tool for Healthcare Education written by Mikko Saarikoski and published by Springer. This book was released on 2017-11-20 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.