Clinical Learning Experiences Research Articles

Implementing a Trauma-Informed Approach in Undergraduate Nursing Student Clinical Education: Strategies for Clinical Nurse Educators

AimTo discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment. BackgroundUndergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders. DesignA discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences. MethodWith relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students. ResultsThe key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during and after experiences. ConclusionA trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families and their colleagues.

Technology-based approaches to enhance clinical learning opportunities for student nurses in a nursing education institution in Gauteng

BackgroundClinical learning opportunities and experiences are vital in nursing education to enhance the student nurses’ acquisition and advancement in clinical skills competencies and preparedness to fulfil their professional nursing responsibilities. A paradigm shift of nursing colleges to higher education, the rapid advancement of technology and digitally native students entering the health and nursing profession, require nursing education to upgrade and complement the old teaching and learning pedagogies with new innovative and creative methodologies. The adoption and integration of technology for supported clinical learning will not only enhance clinical competencies and skills development but will also improve the delivery of quality healthcare aligned with the global standards in clinical education and the health profession PurposeThe purpose of the study was to explore and describe the perceptions of nurse educators, clinical facilitators, and operational managers on how clinical learning opportunities could be enhanced through technology. This aimed to outline technology-based approaches to enhance clinical learning opportunities for student nurses. MethodsQualitative, explorative, and descriptive methods were used to achieve the purpose of the study. A purposive sampling method was used to consciously select nurse educators, clinical facilitators, and operational managers as participants. They were able to provide in-depth and rich data on how clinical learning opportunities for student nurses could be enhanced through technology. The demographic information of the participants consisted of twenty-nine female nurse educators, two male nurse educators, nine female clinical facilitators, four female operational managers, and one male operational manager. Data was collected through agenda focus groups and semi-structured individual interviews. A matrix-building method of data analysis as guided by Miles, Huberman, and Saldaña’s framework was used with the development of themes. SettingThe study took place in a public Nursing Education Institution (NEI) in Gauteng that provides education and training for undergraduate nursing programme at a diploma level. ResultsThree themes emanated from the analysis which included promoting the use of web-based learning and interactive video recordings, adopting, and using high-technology systems (virtual and augmented patient simulations), and ensuring accessibility to technology-supported clinical learning resources and the internet. DiscussionThe transition to online learning technology-based approaches will provide accessibility to various clinical learning platforms across time and location to enhance clinical learning opportunities and experiences for student nurses.

Clinical learning of nursing students during the COVID-19 pandemic in Limpopo province, South Africa.

The Nursing Education Programme was affected during the coronavirus disease 2019 (COVID-19) pandemic, resulting in nursing students being unable to participate in the clinical experiential learning required by the South African Nursing Council. The study seeks to explore and describe nursing students' experiences of clinical experiential learning during the COVID-19 pandemic. A qualitative, explorative and descriptive, research design was used in the study. A non-probability purposive sampling method was used, and 55 nursing students participated in the study. Data were collected through six focus group discussions, consisting of 8-12 nursing students in each group. Data were analysed following Tesch's open coding method. Three themes emerged from the study's findings: The impact of COVID-19 on the clinical experiential learning of nursing students, the effects of COVID-19 on the mental well-being of nursing students, and nursing students' experiences of support during the COVID-19 pandemic. Notably, 11 sub-themes emerged. The findings of this study reveal that the COVID-19 pandemic severely disrupted the Nursing Education Programme, highlighting the challenges of inadequate clinical hours, restricted clinical access and the significant psychological impact on students.Contribution:This study adds to the literature on students' experiences during clinical experiential learning in South Africa during the COVID-19 pandemic.

Lived experiences of medical students of online learning: lessons for adopting virtual learning in medical education

BackgroundThe COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning.ObjectivesTo explore the lived experiences of students in various years of medical education attending a medical college in Chennai, India.MethodsIn this qualitative exploration of lived experiences we conducted 4 focus group discussions among students of the four years in the medical college with the help of a checklist. We recorded the interviews, transcribed them and performed a thematic content analysis.ResultsThere was a gendered impact of the lockdown on the online learning experiences with women students finding it challenging to attend classes balancing their gender roles of performing household chores. Online learning offered some advantages in the form of increased participation and engagement due to the partial anonymity. The greatest disadvantage of online learning was lack of clinical learning experience. The students resorted to fabricating case studies for discussion, which some students found useful and some commented that it can never replace real life clinical discussions. A generational gap between adoption of technology between the senior professors and the students hampered the online learning. Online assessments were challenging, and many students resorted to cheating in these exams.ConclusionsThough online learning offers several advantages, it has serious limitations in offering the clinical learning experience. While planning adoption of online learning into routine medical education adequate time must be set aside for real life clinical exposure in addition to the online lectures and demonstrations for conceptual understanding.

Beyond labs: unveiling dynamics of dental students' transition from pre-clinical to clinical training in a Saudi dental school.

To assess the factors affecting the transition of dental students from pre-clinical to clinical courses in an outcome-based curriculum. This cross-sectional study surveyed dental students in the third and fourth academic years of the Bachelor of Dental and Oral Surgery (BDS) program at the College of Dentistry, Jouf University. Ethically approved and powered by the G Power software, the study employed a modified questionnaire validated through a pilot test to assess five domains. Likert scale responses were analyzed using SPSS v.25, revealing insights into clinical workload, patient interaction, and learning experiences. Multiple regression analysis was used to assess the impact of clinical skill application, workload, transition to clinics, and patient interaction on learning experience as well as CGPA. The Mann-Whitney U test compared the ranks of two independent samples, making it less sensitive to outliers and more suitable for data with non-normal distributions. In this study, the response rate of the participants was 70%. A total of 44 dental students in their third and fourth years of the program completed the survey. The multiple regression analysis showed that the predictors collectively explained 36.1% of the variance in the learning experience (Adjusted R2 = 0.361). "Transition to Clinics" had a significant positive effect on learning experience (β = 0.292, p = 0.012), "Workload" (β = -0.203, p = 0.393) and "Patient Interaction" (β = 0.443, p = 0.168) were not significant predictors. The Mann-Whitney U test revealed no significant gender differences in transition to clinics, workload, patient interaction, application of clinical skills, and learning experience (U = 33.09 to -40.33, p > 0.05), but a significant difference in transition to clinics between third- and fourth-year students (U = 31.56 to -43.24, p < 0.05). The results of this study demonstrate that the transition to clinical training can be intricate, and that multiple elements have an impact on this process. It is crucial to have support systems that facilitate the transition into the clinical learning environment.

Incivility in Nursing Education: Experiences of Under-Graduate Nursing Students

Incivility in nursing education is a pervasive issue that significantly impacts nursing students' clinical experience and psychological well-being. This study explored the forms and frequency of incivility encountered by clinical nursing students, documented its impacts and the coping mechanisms employed, and provided recommendations for interventions. A qualitative research approach involved focus group discussions with nursing students from Ambrose Alli University. The data was transcribed and analyzed thematically. The findings revealed that nursing students frequently experience various forms of incivility, including verbal abuse, inappropriate behaviour, and unprofessional conduct from senior nurses. These behaviours led to demotivation, frustration, and psychological stress, adversely affecting students' clinical learning experiences. Coping mechanisms identified included avoidance, confrontation, and normalization, indicating a need for more effective support systems. Participants suggested several interventions to mitigate incivility, such as implementing robust regulatory frameworks, enhancing institutional support, providing education and training for senior nurses, and establishing clear reporting mechanisms. The recommendations emphasize the importance of creating a respectful and supportive learning environment for nursing students. The study's findings align with existing literature on the negative impacts of incivility in nursing education and underscore the critical need for comprehensive strategies to address this issue. Educational institutions should integrate professionalism and ethics into the curriculum, establish strong mentorship programs, and monitor clinical placements. Healthcare organizations must implement and enforce policies against incivility, provide continuous professional development, and encourage positive behaviours. Future research should focus on expanding the sample size, conducting longitudinal studies, and evaluating the effectiveness of interventions across different contexts. Addressing incivility is essential for the professional development of nursing students and the overall quality of patient care, ensuring a competent and resilient nursing workforce.

Development and psychometric testing of the clinical adjustment scale for student nurses (CAS-SN): A scale for assessing student nurses' adaptation in clinical settings

BackgroundNurse education is critical for preparing student nurses for clinical practice, but the transition to clinical settings poses numerous challenges. A standardized scale to assess student nurses' adjustment in the clinical area is lacking in the Philippines. ObjectiveThis paper described the development and evaluation of the Clinical Adjustment Scale for Student Nurses (CAS-SN). DesignAn exploratory sequential research design. SettingsNursing schools in three government owned universities in the Philippines. MethodsExpert panels and field pretesting established content and face validity. Inter-item and inter-total correlations and Cronbach's α were used to assess the reliability of the scale. Construct validity was evaluated using exploratory factor analysis (EFA). Criterion validity was evaluated with established measures. ResultsThe CAS-SN comprises 15 items across three subscales: (1) Professional Growth and Interpersonal Engagement, (2) Clinical Competence and Confidence, and (3) Coping and Support StrategiesReliability was excellent and the validity was satisfactory, with significant correlations with academic adjustment, psychological distress, and dropout intention. ConclusionThe CAS-SN was found to be a valid and a reliable for assessing student nurses' clinical adjustment. Implications for nurse educationThe CAS-SN provides a structured framework to assess and monitor student nurses' clinical adaptation, enhancing our understanding of their competence, resilience, and professional identity development. Its integration into nurse education programs can significantly improve the assessment of clinical learning experiences and contribute to better student learning outcomes.

Clinical Learning and LGBTQ+ Health: Summary of a LGBTQ+ Health Clinical Rotation.

People who identify as lesbian, gay, bisexual, transgender, queer, and people who identify as something else (LGBTQ+) experience barriers to health care including a lack of health care providers adequately prepared to care for them. The literature describing LGBTQ+-focused didactic learning activities has increased in recent years, however remains limited with respect to clinical learning experiences. This publication describes the development and implementation of a clinical rotation for Physician Assistant (PA) students focused on caring for LGBTQ+ patients. A 4-week LGBTQ+ Health clinical rotation was developed for PA students through collaboration with multiple clinical sites. Students (n = 6) were surveyed before and after completion of the clinical rotation on their knowledge, comfort, and confidence in caring for LGBTQ+ patients and to identify learning priorities. Paired t tests were used to compare quantitative pre and post data. Two reviewers independently reviewed qualitative data. Improvement in students' knowledge, comfort, and confidence were statistically significant from prerotation to postrotation surveys. Student ratings on standard course evaluations showed positive ratings for all course elements. Qualitative analysis showed that all students identified learning more about trans-related health care as a learning priority. Clinical rotations focused on the care of LGBTQ+ patients are valuable learning experiences which can support increased student knowledge, comfort, and confidence. Clinically based educational interventions may be one strategy in addressing the health disparities experienced by LGBTQ+ people.

“A life-changing experience and the beginning of a lifelong commitment”: experiences and impact of Global Health Community Service-Learning in undergraduate dental curriculum in Canada

BackgroundGlobal Health Community Service-Learning (GHCSL) can have a profound professional and personal impact on learners. This pedagogy provides understanding of unfamiliar environments and challenges learners to step out of their comfort zones, adapt to new cultures, and navigate unique situations. Yet, there are relatively few studies exploring the experiences of learners participating in community service-learning placements in global regions as part of undergraduate dental curriculum. This study aimed to explore the experiences and impact of the GHCSL program in East Africa among undergraduate dental learners at the Schulich School of Dentistry.MethodsEight undergraduate dental learners were enrolled in GHCSL pilot placements. Placement agreements were established with Makerere University in Kampala, Uganda, and the University of Rwanda in Kigali, Rwanda for the summer of 2022. Stakeholders from both institutions were engaged in the development and implementation of these placements. Learners were required to engage in weekly reflection through a ‘storytelling and incident-based narrative’ while carrying out their placement. A qualitative study design was employed, and an inductive interpretive approach was utilized to thematically analyze the learners’ reflective essays.ResultsFive major themes emerged from the learners’ reflective essays: (1) experiential clinical learning; (2) cultural humility and social awareness; (3) awareness of contrasting healthcare systems; (4) commitment to service; and (5) personal and professional growth. Most learners reflected on their engagement with diverse communities, being exposed to unique patient cases, and witnessing the adaptability exuded in resource-constrained environments. These experiences presented the learners with an opportunity to develop cultural humility and gain a newfound motivation to mitigate global oral health disparities in populations beyond that of their local communities. Learners also reflected on enhanced social awareness experiences and the awareness of contrasting healthcare systems in Canada and their placements, which encouraged the development of empathy, communication, and compassion skills, as well as an understanding of the disproportionate burden of conditions in low-resource settings.ConclusionThe reflective essays concluded that the GHCSL placements had a positive impact on the learners, encouraging many to develop a heightened desire for lifelong learning to address oral health disparities within a global context.

The influence of supervisory support on clinical learning as experienced by Czech Nursing and health professional students in the context of patient safety events: A qualitative study

AimTo explore the influence of supervisory and mentoring relationships on the clinical learning experiences of Czech Nursing and health professional students in the context of patient safety events BackgroundClinical experience is integral to healthcare education, shaping skills, behaviours, values and professional identity. During clinical placements, students may encounter memorable patient safety events and experience varied reactions from mentors/supervisors/others. Some research has highlighted challenges faced by students on clinical placement. Few studies involve multiple professions, most emanating from Western Europe, the UK, the USA and Australia with little relating to central European countries such as the Czech Republic. DesignTwo stage interpretivist qualitative study based in social constructionism MethodsConvenience sample across 13 undergraduate and 18 postgraduate health professions courses. Stage 1 (2022): using SLIPPS Learning Event Recording Tool translated into Czech. 20 students’ (Midwifery=11, Nursing=1, Paramedic=1, Occupational therapy =7) submitted 21 patient safety learning event narratives. Stage 2 (2022): Focus group with 2 nursing and nine midwifery students. Phased thematic analysis involving multiple researchers. ResultsThree themes illustrate the circumstances and impact of placement mentoring/supervision experiences, conceptualised as: ‘Clinical and Emotional Companionship’, ‘Clinical and Emotional Abandonment’ and ‘Sense of agency - Professional and personal growth’. ‘Companionship’ reflected the students’ feelings of being welcomed, respected, heard, trusted and supported. Conversely ‘abandonment’ emerged from feelings of being unheard, vulnerable, humiliated, afraid, leaving students feeling abandoned, lonely and ‘useless’. Notwithstanding these conditions, students showed the ability to identify patient safety issues with agency evident in reactions such as stepping-in to try to ameliorate a situation, rather than speaking-up. Professional and personal growth was also apparent in their narratives and a conceptual diagram illustrates the students’ learning journeys in a patient safety context. ConclusionThe findings and new conceptualisations around abandonment and companionship emerging from this study expand the evidence base regarding the profound impact of clinical experience and mentorship/supervision on learning and students’ emotional wellbeing. A sense of companionship appears to play a buffering role even in challenging circumstances of involvement in or witnessing compromised patients’ safety. Allowing students a sense of belonging, to vent, grow, feel supported and safe to ask/learn - contributing to ‘emotional safety for learning’, promotes students’ behaviour that may prevent/minimize hazards or ameliorate the aftermath. However, we must not simply blame mentors/supervisors, staff, or the students themselves- they are simply part of a much larger complex environment of professional education encompassing hidden curriculums, power dynamics and professional socialisation.

Clinical learning experiences of healthcare professional students in a student-led clinical learning environment (SLCLE) – A mixed methods evaluation

AimTo evaluate healthcare professional (HCP) students clinical learning experiences’ whilst undertaking placements in a student-led clinical learning environment (SLCLE) and any changes in self-reported ratings of confidence. BackgroundThe English NHS Long Term Workforce Plan (2023) highlights the need to expand domestic education of HCPs to meet workforce shortages. The demand for quality clinical placements to support the preparation of HCP students remains a challenge globally. A creative solution has been the development of student-led learning clinical environments in healthcare settings. SLCLEs provide high-quality learning experience, increase clinical placement capacity whilst maintaining patient care standards. A multisite NHS Trust adopted this model as evidence suggests HCP students will be better prepared on qualification to adopt registered practitioner professional responsibilities. This model has been integrated across three hospital sites within a large teaching hospital, providing care for a diverse population and designed to accommodate students from a range of HCP disciplines and higher educational institutions. DesignA mixed methods convergent design. MethodsAn online survey was administered to SLCLE allocated nursing and allied health profession (AHP) undergraduate and graduate-entry first, second and third-year students (n=132). Face to face focus groups/individual interviews were undertaken with a purposive sample of student participants (n=80) to evaluate their experiences of clinical learning in SLCLEs. Survey data were analysed using descriptive statistics and paired t-tests, interviews using framework method. ResultsUndergraduate and graduate-entry students from four UK universities completed the survey (n=132), 103 students (78 %) responded. Most were year 2 students (n=43/42 %), pursuing nursing programmes (n=82/80 %). Most considered the SLCLE met their expectations (n=76/74 %), reported increased confidence post-placement (n=84/82 %), felt supported by staff (n=80/78 %), peers (n=93/90 %) and clinical educators (n=93/90 %). Self-reported confidence scores post-SLCLE were significantly higher than pre-SLCLE. On-line pre-placement information was infrequently accessed yet identified as an omission. Four themes were identified: (i) preconceptions and initial anxiety; (ii) empowerment, growth and a unique learning experience; (iii) collaborative inter-professional learning and support; and (iv) insights and anticipations. ConclusionsThe SLCLE allocation enhanced students’ confidence and knowledge. Support from clinical educators, ward staff and doctors was perceived as invaluable for creating a positive learning culture. Peer support and opportunities to lead care delivery contributed to students’ professional development. The format and method for providing pre-placement information needs review as do strategies for avoiding delays in completing assessment documentation. Overall, the SLCLE experience offers much potential as a nurturing and effective learning environment for HCP students.

‘But it’s not in their book’: An interview study exploring the contextual factors influencing senior midwives’ facilitation of students' clinical experiences of perinatal loss’

ProblemMidwifery students are seldom afforded experiences of perinatal loss care, potentially depriving them the confidence and competence to provide effective and supportive care in such circumstances. BackgroundPerinatal loss care is predominantly provided by midwives. Students depend on midwives to provide clinical learning experiences of perinatal loss, preparing them for registered independent practice. The reasons behind midwives’ decisions regarding the provision of clinical experiences to students remains unexplored. AimTo identify the contextual factors identified by midwives as influencing the involvement of student midwives in clinical experiences of perinatal loss. MethodsA qualitative interview study, using semi-structured interviews with 20 senior midwives in New South Wales, Australia. FindingsFour themes describing the contextual factors were identified: 1) it’s not in their book, 2) unwritten rules, 3) activity, acuity, and 'the numbers', and 4) teaching the teachers. DiscussionThe contextual factors influencing decisions of midwives around this issue are complex and interrelated. Commonly held beliefs within the workplace, and hesitancy to challenge the status quo, are complicated by lack of confidence in ‘what to do’ with a student in the space of perinatal loss. Lack of direction from governing bodies regarding requirements of students in this space, and pressures on staffing, also play key roles. ConclusionMidwives need support, guidance, mentorship, and supervision in what is for many, a new practice. Our findings suggest systems-level changes are needed, to allow midwives the time and space to learn and reflect on this new skill.

Livestreaming clinical experience to remotely located learners: A critical narrative review.

Medical education relies on real patient learning (RPL) to provide medical students with essential clinical experience. However, growing demand for clinical placements continues to be a challenge in providing sufficient RPL opportunities. The COVID-19 pandemic forced academic institutions to rethink the delivery of traditional clinical training and innovations in online clinical learning experiences, specifically livestreamed clinical experiences, have emerged which show promise in addressing the capacity limitations of traditional placements. Although previous reviews have explored the use of livestreamed clinical experiences during the pandemic, there is a lack of rigorous theoretical framing to support these innovations. The aim of this review is two-fold: to examine the effectiveness of livestreamed clinical experiences through an experience-based learning (ExBL) theory perspective and to provide practical recommendations to optimise and implement these innovations. A review of literature was conducted to identify journal articles published between September 2019 and January 2023 reporting on innovations relating to livestreamed clinical experiences. The search focused on undergraduate and postgraduate medical education but relevant evidence from other healthcare professions were also included due to a limited evidence base. Strengths and weaknesses were derived from the literature and analysed in relation to ExBL components. Principal strengths of livestreamed clinical experiences included expanded access to RPL opportunities and medical specialties, enhanced standardisation of learning experiences and positive perceptions from students regarding convenience. Clinical educators found these innovations enabled teaching at scale. Patients did not perceive such innovations to negatively impact their standard of care. Limitations included the inability to practice physical examination skills, challenges in ensuring learner engagement and connectivity issues. Livestreamed clinical experiences have the potential to effectively expand placement capacity and provide high-quality educational experiences for medical students. Although certain limitations exist, technological and pedagogical adaptations can help overcome these challenges. The application of theoretical frameworks to future online innovations will be fundamental to ensure effective clinical learning.

Assessment of the psychometric properties of the italian version of the midwifery student evaluation of practice (MIDSTEP-IT): A validity and reliability study

BackgroundClinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students’ perception of their clinical learning experiences is important to improve midwifery educational programs. Aimthe objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives’ students. Methods“Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice” guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach's alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time. FindingsThe Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach's α was 0.839 (for the “Skill Development” subscale α was equal to 0.739 and for the “Philosophy of Midwifery Practice” subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach's α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version. ConclusionThe MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students’ perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.

Competency domains for registered nurse preceptor professional development: Evidence from a modified e-Delphi study

AimTo develop an evidence-based framework of nurse preceptor competency domains and competency descriptors for use in nurse preceptor professional development. BackgroundNurse preceptors are registered nurses who coach, support and assess nursing students while simultaneously caring for patients. Working as both clinician and educator requires preceptors to develop additional skills. However, preceptor preparation is often overlooked and may not be evidence based. DesignA modified e-Delphi study. MethodsA three-phase e-Delphi method informed the study that was conducted between March and September 2023. In the first preparatory phase an expert group distilled the results of a previous literature review identifying seven preceptor competency domains and more than 200 competency descriptors. Two e-Delphi rounds followed. A 70% rater agreement response threshold was chosen as appropriate in this study. The CREDES reporting framework was followed. ResultsIn the preparatory phase, the expert group (n=6) reached consensus on six preceptor domains and 57 preceptor descriptors. In Round 1, nurse preceptors (n= 89) rated the domains and descriptors using a four-point Likert scale; from not important to very important. Six domains and 34 competency descriptors were ranked as very important’. Round 2 participants (n=30) who opted in from Round 1 indicated their 100% agreement with the Round 1 results. The results reveal that preceptors resonate intuitively with the six domains Role model, Facilitator, Leader, Evaluator, Teacher and Coach and the related descriptors. ConclusionThe preceptor evidence-based competency framework offers registered nurse preceptors and their employers the opportunity to focus efforts in developing a nurse preceptor workforce. The framework can be used to design preceptor professional development and offers registered nurses a self-assessment tool to identify their preceptorship skills strengths and areas for development. If implemented in these ways the framework may benefit healthcare organisations to provide quality nurse preceptorship, thus enhancing the clinical learning experiences of nursing preceptees.

Assessment of Factors Associated With the Acquisition of Competencies among Undergraduate Nursing Students in Ugandan Universities

Purpose: Like other developing countries, Uganda grapples with the critical challenge of equipping nursing students with essential clinical competencies. These competencies encompass vital nursing skills, knowledge, attitudes, and behaviors crucial for effective nursing practice. This study assessed student perceptions and confidence in applying acquired clinical skills among undergraduate nursing students in Ugandan universities.&#x0D; Methodology: A descriptive cross-sectional study was used to assess bachelor's in nursing students from central and western Ugandan universities. Data were entered into Excel and exported to SPSS version 22. Results were presented using frequencies, pie charts, percentages, and tables. Chi-square tests were conducted to assess associations of the variables in the study.&#x0D; Findings: The study showed that acquisition of clinical competencies is positively correlated with students’ perceptions (r=0.775) (p=0.000), Institutional factors(r=0.668) (p=0.000), clinical learning environment (r=0.556) (p=0.000), clinical feedback (r=0.439) (p=0.000). The study further shows that 69.9% (n=70) had adequate clinical learning experience, while 31% (n=31) had inadequate clinical learning experience. This implies moderate student supervision, feedback, and an unfavorable clinical learning environment. Competency acquisition in student nurses is positively influenced by the active involvement of students' perceptions, institutional factors, and a supportive clinical learning environment. A sufficient amount of clinical experience is pivotal in developing competent student nurses.&#x0D; Unique Contribution to Theory, Practice and Policy: Management should always invite experienced professionals to share career experiences to enhance realistic perceptions among nursing students. Students should be given more time to practice in clinical settings, and management should advocate for including student attitude tests in orientation programs across nursing and clinical training universities.

Experiences of University Nursing Students Regarding Overcrowding by Patients in The Training Health Facilities, Khomas Region Namibia

Overcrowding in healthcare facilities has emerged as a critical issue, posing significant challenges in the delivery of quality patient care. In recent times, there has been an increasing number of patients at the health centres, medical, and surgical emergency conditions, placing more emphasis on the need for quality nursing care. The aim of this study is to explore the causes, consequences and potential solutions surrounding overcrowding in training health facilities. The study employed exploratory, qualitative design. Ninety-eight participants that registered for the academic year 2023 as fourth years at the University of Namibia were recruited and saturated at 9 respondents. Data was coded and analysed using Tesch’s method of data analysis. Three Themes emerged from the exploration and description of nursing students clinical learning experiences. The results indicated that there was indeed overcrowding of patients in the health facilities. The study identified several major challenges confronting nursing students working in the training health facilities which are linked with lack of resources and staff.

Undergraduate Nursing Students’ Satisfaction Level with their Clinical Learning Experiences in Multan, Pakistan

Abstract: Background: Clinical experience is an integral part of nursing education. Obtaining quality clinical experiences in a supportive and pedagogically calibrated clinical learning environment is a significant concern for nursing institutions. The quality of clinical learning reveals the quality of the curriculum structure. Therefore, it is important to investigate students’ clinical learning experiences to produce competent future nurses. Objective: This study aimed to measure the undergraduate nursing students’ satisfaction level with their clinical learning experiences in government and private college of Nursing in Multan, Pakistan. Materials and Methods: A quantitative approach, with analytical cross-sectional design, was used. A sample of 191 undergraduate nursing students participated in the study. Data was collected using the CLES+T evaluation scale. Online Google survey forms were used to collect data, due to the COVID-19 pandemic outbreak. Result: The study findings revealed that students were satisfied with their clinical learning experiences. Students’ overall mean satisfaction score was 3.54 + 0.93 and significant (p&lt;0.05) difference was found in the satisfaction score between the government and private undergraduate nursing students. Attending pre and post-conferences, faculty visit to students’ clinical placement, electronic communication between students and clinical faculty, and environment of clinical placement were the associated factors found with students’ satisfaction. The findings revealed that a meaningful clinical learning environment motivates students to continue nursing as their career choice. Conclusion: This study concluded that, overall, students were satisfied with their clinical learning experiences, however, satisfaction varied according to the type of college and year of study.

Analysis of a model for pediatric physical therapy and clinical education via telehealth.

A novel entry-level collaborative clinical learning experience (CLE) in pediatric physical therapy (PT) delivered via telehealth was implemented involving 12 families, 54 DPT students, and 12 clinical instructors (CIs). Children of various ages, a wide range of home environments, and diagnoses received individualized PT via telehealth during a four-week CLE. Retrospective quantitative and qualitative analyses of student documentation, video recordings of sessions, and CI, student, and caregiver survey responses were performed. All children demonstrated qualitative improvements and 73% demonstrated quantitative improvements. CIs, students, and caregivers believed the children benefited from the experience and 98% believed the children were able to work toward their goals. Most students (95%) and CIs (100%) felt that it was a valuable and effective learning experience. Most (>71%) CIs and students believed students were able to learn in all relevant domains of the clinical performance instrument. This model provides a unique CLE for students in both pediatric PT and telehealth.

Clinical Placement Experience, Supervision, and Nursing Career Aspirations of Undergraduate Nursing Students in Sarawak, Malaysia

This study aimed to explore nursing students' perceptions of the clinical learning environment and mentorship during their clinical placement in hospitals and how these factors relate to their intention to work as a nurse upon graduation. A survey was conducted among nursing students who had completed at least 12 months of clinical practice in hospitals located in Kuching, Sarawak, between January 2022 and February 2023. Data were analysed using percentages, frequencies, mean, standard deviation, t-test, Pearson's correlation, ANOVA, and regression analysis. Our findings revealed a significant correlation between the sociodemographic characteristic such as age of students and year of study towards clinical learning experience. Student perceived ward as good learning environment, clinical teacher teaching expertise, and clinical teacher ability to integrate between knowledge and practice rated the most satisfying element in students’ clinical experience. Our study established a significant correlation between student age, year of study, and their clinical learning experiences. Students found the ward environment, clinical teacher expertise, and knowledge-to-practice integration to be highly satisfying elements in their clinical education.