Abstract
<p>Purpose: The study was conducted to investigate students’ perceptions on their clinical experience and the quality clinical placement.<br />Methods: This was a cross-sectional descriptive study. One hundred and thirteen junior or senior nursing students participated in this study. Descriptive statistics were used to analyze the data. <br />Results: Majority nursing students expressed un-satisfaction (57.52%) with the required hours of practicums. They experienced different quality of clinical placement between the cities. Direct nursing skills they practice were limited to doing chores (67.1%), charting (14.47%), providing education to patients and families (10.53%), giving medication (7.89%). 49.56% of the students did not satisfy with what they have received shift schedule which was given from hospitals. <br />Conclusion: Simulation and scenario-centered education should be considered in Asian countries as one of replacement of clinical hours on-site. Future research warrants testing and clarifying the most appropriate clinical hours to the nursing undergraduates for their quality clinical placement.</p>
Highlights
High quality of clinical placement functions a pivotal part of nursing students’ progress to being well-prepared nursing professionals (Ford et al, 2016) and these placements act as an important bridge from theoretical knowledge to practical application (Arieli, 2013)
While much attention has been paid to the importance of quality clinical placement, reality shows the process of finding these to be difficult
The major reason given for this dissatisfaction was that they felt they were asked to do non-nursing jobs and/or simple clinical nurse aid/clinical technician’s job such as removing intravenous line (IV-line), bed-making, transferring patient unit to unit/radiology, checking vital signs for all patients in one unit to fill in their time
Summary
High quality of clinical placement functions a pivotal part of nursing students’ progress to being well-prepared nursing professionals (Ford et al, 2016) and these placements act as an important bridge from theoretical knowledge to practical application (Arieli, 2013). Over the past few decades, nursing staff shortage has been a global issue among health care systems leading to an increase in nursing school enrollment around the globe (Betony, 2012; Song & Kim, 2013). This has resulted in an increased demand everywhere for clinical placements and has led to issues in maintaining a level of quality within clinical placements (Ford et al, 2016). No study focusing on students’ perception on the quality of clinical placement has been found
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