Abstract
Introduction: Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes that are required to deliver professional nursing care after graduation. Objective: The purpose of this study was to identify the student perceived challenges associated with nursing instruction in the clinical environment. Methods: A cross-sectional descriptive design was used to identify the challenges associated with clinical instruction from the nursing students’ perspective. Convenience sampling was used to recruit 187 nursing students from three universities in Jordan, including one public and two private. Results: The major challenges to clinical education were fear of committing mistakes; lack of facilities for students; lack of knowledge among community and patients about the nursing profession; fear of infection; lack of availability of equipment in the clinical setting; students’ lack of preparedness and skills in planning care; and lack of collaboration from clinical staff. Conclusion: Identifying the challenges is necessary to formulate strategies to address them, to improve curriculum designed and clinical education for nursing students accordingly.
Highlights
Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes that are required to deliver professional nursing care after graduation
Clinical instruction is an essential component of nursing education as the key arena in which nursing students transition from theory to practice in order to care for patients
Major challenges in clinical teaching, as previously reported in the literature, include the problems encountered by nursing students as they work in the clinical setting [4, 5]
Summary
Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes that are required to deliver professional nursing care after graduation. Students need to demonstrate competency in nursing practice while studying supportive learning environments with shared academic and practice partnerships [1, 2]. Major challenges in clinical teaching, as previously reported in the literature, include the problems encountered by nursing students as they work in the clinical setting [4, 5]. The students report inadequate supervision by clinical staff [2]; unsafe clinical placement [6, 7]; insufficient clinical experiences [7]; competition with other health programs for limited practice settings (Copeland, 2020); scarcities of qualified clinical instructors [2, 8, 9]; and heavy clinical instructor workloads [8 - 10]. 10 Conflict between the goals of training and educational expectations of students, staff
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