Challenges Of Clinical Education Research Articles

How crisis management led to enduring collaboration in clinical education: a case report

Rationale: Historical challenges in clinical education were intensified by the global health pandemic. This paper describes how clinical educators in Florida collaborated during the crisis to strategize to meet immediate clinical education needs of clinical sites and academic programs while creating a roadmap for sustainable future success. Clinical education scenario: A task force of clinical educators was formed to assess the current state of clinical education and manage the evolving crisis. Two unique needs assessments were developed and disseminated to both academic and clinical educators. A descriptive research design was used. Quantitative findings were reported through descriptive statistics. Outcomes: Obtaining objective data was crucial for decision-making and implementing solutions during this crisis. Data analysis informed a series of coordinated, phased, action items that were implemented. Not only opportunities for immediate support were identified, but also longstanding challenges within clinical education were confirmed. The study results led to informed crisis management, reduced competition, and enduring collaboration. Discussion and implications: Without collaboration, the pandemic’s impact on clinical education could have been more severe. Implementing data-driven crisis management strategies mitigated challenges posed by the pandemic and improved processes, enhancing the future state of clinical education in Florida.

Explaining the perception of students and professors regarding the clinical education challenges and strategies of the operation room.

Clinical education is an essential part of medical science education in the operating room, and considering its high importance, it is necessary to identify challenges in this regard. The study aims to explain the perception of students and professors regarding the challenges and strategies for improving education in the operating room. The context of this study was the Khomein School of Medical Sciences. This was a qualitative study and conventional content analysis research that was conducted in 2023, using semi-structured interviews. The study population included professors and students of the operating room of the Khomein School of Medical Sciences that were selected using the snowball sampling method. The data reached saturation with five interviews with professors and seven interviews with students. This study used Graneheim and Lundman's method for data analysis. The most important educational challenges in the operating room from the students' perspectives included the need to improve educational and welfare spaces, the need for effective teacher-student interaction, the need to improve educational-hospital facilities and equipment, and the need for effective student-physician-operating room staff atmosphere. The most important challenges from the professors' perspectives included correct professional and ethical principles in dealing with students and effective psychological and educational support by the professor. The most important strategies from the students' perspectives included effective clinical interactions, supportive clinical professors, and clarification of educational duties and expectations, and from the professors' perspectives included improving the clinical environment, a competent clinical professor, and the need for effective educational information. This study can increase the awareness of clinical professors and educational managers of operating room majors about clinical education challenges in this field and strategies for solving them. Finally, such actions can help to create a more effective clinical environment.

The Relationship Between Clinical Education Status and Academic Motivation of Clinical-Stage Medical Students at Gonabad University of Medical Sciences

Introduction: Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences. Method: This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests. Results: The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454). Conclusion: Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.

Challenges of Clinical Education: From the Perspective of Clinical Instructors and Clinical Staffs at Dire Dawa University, Dire Dawa, Ethiopia, Qualitative Study.

To explore the challenges of clinical education from the perspective of clinical instructors and clinical staff at Dire Dawa University College of Health Science. An institutional-based phenomenological qualitative study was conducted. Clinical instructors and staff provided data through in-depth interviews and key informant discussions, which were facilitated by a semistructured tool and a voice recorder. A total of 17 participants, including 11 in-depth interviews (IDIs) with clinical instructors (including two key informants) and six IDIs with clinical staff were included in this study. A purposive sampling method was used to select study participants, and the data were analyzed thematically using the computer-assisted qualitative data analysis software Atlas.ti7. The thematic analysis with an inductive approach involves six steps: familiarization, coding, generating themes, reviewing themes, defining and naming themes, and writing. Clinical instructors and clinical staff noted a number of challenges in clinical education, including insufficient medical equipment, low incentives, clinical site repetition, unfavorable clinical practice sites, lack of communication from instructors, skill attrition, lack of orientation for instructors and students, client/patient unwelcomingness, uncooperative healthcare workers, and poor university cooperation. The aforementioned issues contributed to the quality of clinical education and its desired impact, as outlined in this research. A multidisciplinary and collaborative effort is needed to address these challenges.

Consequences of exposure of operating room students to clinical learning challenges

Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students. Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach. Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples. Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.

Stress, Challenges and Expectations Efforts to Improve Nursing Students' Resilience During Clinical Practice Education

Nursing students often face problems in the form of stress and challenges when carrying out clinical nursing practice; it can worsen the quality of service in the clinic. Resilience is suspected to improve individuals in carrying out self-management well so that the process of adapting to problems can be carried out adaptively. It is essential to know the resilience of nursing students and the expected efforts so that they can overcome problems in the optimal service setting. This study explores stress, challenges, or efforts to increase resilience in nursing students in clinical practice education. According to the inclusion criteria, sixteen nursing students were involved in this qualitative study using this phenomenological approach. The process of data analysis using the Collaizi method was carried out, starting from reading the data repeatedly, forming categories to formulating themes. Triangulation efforts were carried out by involving three student supervising nurses to ensure the suitability of the information that had been obtained from student nurses. This study resulted in three themes: difficulties during clinical education challenges when carrying out clinical education and expectations for efforts to increase student resilience. It was concluded that there was a correlation between stress, challenge, and strength of nursing students and the interdependence between the three components. It is necessary to prepare nursing students' resilience before undergoing clinical practice by utilizing the potential supported by technological advances so that students can manage themselves well in dealing with various complicated problems in the clinical practice learning setting.

A Review of Challenges of Medical Education in the COVID-19 Crisis

Before the outbreak of COVID-19 pandemic and due to the clinical nature of education in medical sciences, online and virtual educations were not implemented as the dominant methods in medical education; however, they were adopted as immediate solutions to help students pursue their education during the pandemic period. The change from the traditional education method to the electronic and virtual ones represented many challenges for the educational systems. The main challenges can be categorized into four groups: mental health consequences resulting from the quarantine and catching COVID-19, challenges of virtual education, challenges of clinical education, and challenges concerning medical students and COVID-19 frontline. In sum, the COVID-19 crisis was found to pose a number of challenges to faculty and students of medical science as well as to their families. In order to increase the preparedness of the medical education system to cope with similar crises, it was suggested that combined education programs should be implemented in the post-crisis period.

Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

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.

COVID-19 Pandemic: Nursing Students’ Clinical Education Challenges

COVID-19 Pandemic: Nursing Students’ Clinical Education Challenges

Challenges of Clinical Education in a Baccalaureate Nursing Program: Student Perspectives

Introduction: Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes required to deliver professional nursing care after graduation. Objectives: The purpose of this study was to identify the challenges associated with clinical instruction from nursing student perspective. Methods: A cross-sectional design was used to identify the challenges associated with clinical instruction from nursing student perspective. Convenience sampling was used to recruit 187 nursing students from three different Universities in Jordan [one governmental 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; student lack of preparedness and skill in planning care; and lack of collaboration from clinical staff. Conclusion: Understanding the identified challenges is necessary to formulate strategies to address them, to improve curriculum designed and clinical education for nursing students accordingly.

Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa.

BackgroundThis study explored the experiences of undergraduate nursing students during clinical practice at healthcare facilities in the Boland Overberg area in Western Cape, South Africa. Few studies have been done on experiences of nursing students during clinical practice. However, there are still inadequacies, which lead to the deterioration of clinical practice quality.ObjectivesTo explore and describe the experiences of undergraduate student nurses during clinical practice in healthcare facilities in Boland Overberg, in Western Cape, South Africa.MethodA qualitative, exploratory descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses’ experiences during clinical practice in healthcare facilities in the Boland Overberg area in Western Cape Region. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The sample size was based on data saturation. Colaizzi’s method of coding and thematic content analysis was used to interpret the data. Ethical principles were adhered to.ResultsAfter data analysis, the following themes emerged: clinical learning environment, challenges and inability to reach objectives.ConclusionDuring clinical practice in healthcare facilities, students were confronted with dilemmas which must be addressed with proper planning to decrease the challenges in clinical education of future nurses. The findings can be used in planning of nursing education, could provide help to develop effective clinical teaching strategies in nursing education and to support these undergraduate nursing students.

Designing a customized model of effective clinical teaching for an undergraduate medical program: protocol for a mixed-method study

Background: Clinical teaching is a vital component of medical education. However, evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable. The need for improvement has been emphasized in the planning, teaching, and evaluation of clinical education. Therefore, this study aims to design a customized model of effective clinical teaching for the undergraduate medical program. Methods: A mixed-method study will be conducted in three consecutive phases. The first phase, using a grounded theory approach, explores the lived experiences of clinical teachers and undergraduate medical students concerning effective clinical education in an undergraduate medical program. In the second phase, a systematized review will be conducted on secondary data sources to fill theoretical categories and to extend the theory emerging from the qualitative phase. Finally, in the third phase, a model of clinical teaching will be developed for an undergraduate medical program. Discussion: The findings of this study will offer new insights into the clinical teaching paradigm in developing curriculum, setting policies, designing suitable undergraduate medical-clinical education programs, and developing effective teaching methods. These results will contribute to understanding the challenges of clinical education in an undergraduate medical program.

Challenges of clinical education in the operating room from the teachers' viewpoint: A qualitative study

Introduction: Clinical education is an ever-lasting requirement in educational settings for students and faculty. However, it is associated with numerous challenges that can have an impact on the efficacy of both the students and the teachers. The challenge can be more prominent in specialized environments such as the operating room. In this qualitative study, we have tried to identify these challenges and provide solutions to them. Methods: This is a qualitative content analysis study was performed with the incorporation of seven operating room and anesthesiology instructors of Bushehr University of Medical Sciences. The required questions were first collected and subsequently posed as interviews in the operating room setting. Data were collected through the recording of semi-structured interviews and until the data saturation. Results: Research findings are reported in three themes and nine categories. The main themes were organizational structure, planning, and human resources, each of which with specific categories and/or subcategories as per the subject matter. In terms of organizational structure, the most serious challenges comprised a lack of welfare facilities and problems in the field of education, such as non-specialization of operating rooms and limited physical space. The challenges related to planning comprised of a lack of student self-evaluation, delay in surgery initiation, and a large number of students in various fields. As for the human resource challenges, the most apparent problems were insufficient education delivered to students before their entrance to the operating room and the lack of familiarity of officials with the operating room environment. Conclusions: Given the questions posed to and the answers received from the instructors, most of the problems in the operating rooms in terms of education are related to the infrastructure-associated problems in the operating room and the studentschr('39') approach to the operating room. Despite the enormous efforts of the instructors in education, as they were respondents in the study, it could not be clarified how the problems in human resource and teacher dimensions could help solve the overall problems, suggesting that further research is required with the help of students and other groups involved in education in the operating room.

University of Massachusetts Medical School.

University of Massachusetts Medical School.

The challenges of clinical education in operating room and anesthesia Students of Birjand University of Medical Sciences

The challenges of clinical education in operating room and anesthesia Students of Birjand University of Medical Sciences

Determining the rate of achievement of outpatient education standards in major departments of Shiraz medical school from interns' viewpoints, based on ministry's clinical education standards in 2018-2019.

INTRODUCTION:In order to improve outpatient education, it is necessary to carry out formative standard evaluation to reveal the strengths and weaknesses to improve planning the quality of clinical education. Due to numerous challenges in clinical education, the present study was conducted to determine the extent to which outpatient education standards were achieved in the major departments of Shiraz Medical School.METHODS:In this quantitative combined, cross-sectional and practical investigation in the academic year 2018–2019, 178 interns who had passed the outpatient education in the four major wards (internal medicine, pediatrics, gynecology, and surgery) in Shiraz Medical School were randomly selected. A 26-item researcher-made questionnaire, based on the Handbook of the Ministry of Clinical Education (Outpatient Education) for Health and Medical Education's Criteria and indicators, was used in three areas of preparation, timing and implementation; and the psychometric properties of the questionnaire were determined. For quantitative data analysis, SPSS version 22 was used. Furthermore, we performed a qualitative study through semi-structured interviews with 16 interns and analyzed the data using MAXQDA 10 software.RESULTS:The results of the quantitative study showed that 8.4% of interns evaluated the program as poor, 66.3% moderate, and 25.3% good. The qualitative study showed that number and diversity of patients, instructor's educational model, and number of interns had a significant role.CONCLUSION:Although the outpatient teaching in the four major departments of Shiraz Medical School was evaluated relatively acceptable, it is far from the ideal point and need to be improved.

Educational challenges of postgraduate neonatal intensive care nursing students: A qualitative study.

INTRODUCTION:Despite the progress of health care and the application of new technology in the care of patients, the need to train highly skilled and specialized nurses is inevitable. Given that a master's degree in neonatal intensive care nursing has been recently established in Iran, the aim of the study was to explain the educational challenges of neonatal intensive care postgraduate nursing students in their perspective.MATERIALS AND METHODS:This conventional content analysis was performed by conducting semi-structured interviews with 18 students of neonatal intensive care in X University of Medical Sciences from 2018 to 2019. Data were analyzed using conventional content analysis. To establish the reliability and validity of findings, Graneheim and Landman criteria were considered.RESULTS:Following the data analysis, two main categories were extracted: “theoretical education challenges” and “clinical education challenges.” The first main category was comprised of the following subcategories: “detachment of nursing department and hospital,” “defects in weekly scheduling,” “combination of care and treatment approaches in education,” “inconsistency between the content of theoretical courses,” “limited collaboration between basic science and medical departments,” “low number of lecturers,” “lecturers’ unrealistic expectations,” and “the importance of the scoring system.” “Extended work shifts,” “a large number of students,” “lack of opportunity to do clinical practices,” “lack of training classes,” and “limited amenities in the hospital” were recognized as subcategories of the second category.CONCLUSION:Managers can address some of the students’ challenges and provide the opportunity to enhance the quality of education through being familiar with, considering and meetings the needs and expectations of these students.

Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

Background: Recognizing the barriers to clinical training and providing appropriate solutions to them significantly enhance the quality of clinical training. Objectives: The present study was conducted to evaluate the challenges of midwifery clinical training, and propose solutions from the perspective of midwifery instructors and students. Methods: The present qualitative study was conducted on 10 midwifery instructors and 10 midwifery students using semi-structured interviews (n = 12) and focus groups (n = 8). Each interview or focus group lasted 45 - 90 minutes. The interviews and codes extracted were stored in Max QD. Content analysis was also used to analyze the qualitative data. Results: Analyzing the data led to the extraction of two main themes, i.e. efficient clinical training and strategic planning challenges, four categories, i.e. efficient clinical instructors, quality of clinical setting, learners’ perception of the situation and efficient educational planning, eight subcategories, i.e. instructors’ clinical competence, instructors’ motivation, professional attitude, humiliating experiences, restricted resources, inappropriate atmosphere of the clinical setting, inefficient curriculum and inefficient educational methods, and twenty semantic units. Conclusions: Clinical training can be improved by considering the job motivation of the midwifery instructors, reviewing the system of selecting and evaluating the instructors, paying attention to the psychological dimension and academic motivation of the students, enhancing the intra-organizational cooperation in line with training, optimally allocating educational resources, reviewing the educational curricula based on the community needs and developing midwifery references tailored to professional goals.

Current Issues and Challenges of Clinical Education in Nursing and Midwifery in Africa: Protocol of a Scoping Review Study

Current Issues and Challenges of Clinical Education in Nursing and Midwifery in Africa: Protocol of a Scoping Review Study

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study.

BackgroundClinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment.ObjectiveThis qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course.MethodsThis was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method.ResultsFrom the deep and rich descriptions of the participants, three themes including “stressful environment”, “controversy between anticipation of role and reality”, and “humiliating experiences” as well as a general theme of “bitter education” were obtained.ConclusionStudents’ orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student’s acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students.