Experiences Of Nursing Students Research Articles

Student nurses' experiences of discrimination and racism on work placements: What can higher education institutions do?

BackgroundThere is persistent interpersonal, institutional and structural racism within the health sector and higher education. Such anti-Black and anti-Brown racisms are experienced by nursing students, nursing apprentices and fully qualified nurses. This discrimination intersects with other characteristics, namely gender and student status, which can make the nursing profession an unsafe environment for many. ObjectivesTo understand student nurses' experiences of racism and intersecting oppressions, at university and on work placement. DesignA qualitative descriptive study with individual interviews and focus groups. SettingsA widening participation higher education institution in London, UK. ParticipantsTwenty-four student nurses and nurse apprentices studying on an adult nursing programme. MethodsStudents were recruited through purposive sampling. In-depth data relating to student nurses' perspectives and experiences were gathered through two focus groups and three individual interviews conducted by student nurse peers. Interviews were transcribed verbatim and open coding was used to analyse transcripts using comparison and thematic analysis. ResultsThree key themes arose: safety and support in the university space; hierarchical treatment in work placements due to intersecting race and ‘student’ identities, and; direct racism by patients and staff in work placements. ConclusionsStudent nurses expressed their vulnerability to discrimination and racism whilst on placement in the National Health Service. More opportunities within university curricula are needed for student nurses to learn about, reflect on, and gain support for managing experiences of discrimination in the health system.

Nursing students experiences of end-of-life care.

Undergraduate nursing students spend a significant amount of time in clinical placements where they are involved in care at the end of a person's life and care after death. While their role is to provide compassionate care, some students feel wholly unprepared. The aim of this qualitative study was to explore student nurses' experiences of care in death, dying and post death care, and to explore how students can be better prepared to provide such care. This is a qualitative descriptive study that is concerned with the subjective reality of participant's experiences. Six themes were developed from the analysis: first encounters with death and dying; preparedness; mentoring and support received; the caring role; striving to cope; working with families and working through COVID-19. Students described their experience of placements in end-of-life care as challenging, yet were also able to adopt ways to develop as compassionate practitioners.

Clinical experience of omani undergraduate nursing students: Qualitative study

BackgroundCommencing clinical practice is a main milestone in the educational journey of undergraduate nursing students as it indicates the beginning of their professional life. The clinical training experience is frequently described as stressful and challenging for nursing students. Objectives: This study was conducted mainly to examine, explore and interpret nursing students' perceptions of the challenges they faced as nursing students during their clinical experience. SettingCollege of Nursing at Sultan Qaboos University, Oman. ParticipantsA total of 32 undergraduates nursing students who were enrolled in the nursing program and had finished at least one clinical course from their study plan. MethodData were collected using focus group discussions. A total of 32 participants were recruited and six focus groups were conducted. Data was transcribed and it was analyzed using thematic analysis. ResultTwo main themes were identified, and under each theme, several subthemes were merged. The two main themes are: challenges that hindered self-directed learning, which included instructor approach and nurse approach, and challenges that hindered experiential learning, which included theory-practice gap, insufficient practice, lack of confidence and evaluation methods. Conclusion: This study provided insights into the challenges that hindered the effectiveness of clinical nursing education. Several recommendations were proposed to maximize the benefits of clinical practice and to create less stressful environments.

Exploring the Barriers and Coping Strategies Faced by Male Nursing Students in Japanese Nursing Education

Nursing is traditionally considered a female profession, and male nursing students face gender stereotype barriers. Most studies of male nursing students in Japan focus on their learning experiences in maternal nursing, and little is known about the experiences of male nursing students in their usual learning environment. Therefore, the purpose of this study is to explore the barriers and coping strategies of Japanese male nursing students in nursing education, including classroom and practical training. A qualitative descriptive design was used to study 20 male nursing students from eight Japanese universities. Purposive sampling using the snowball method was used to recruit participants. Semi-structured interviews were used to gather data about the participants' thoughts and experiences in nursing education. All interview data were analyzed using thematic analysis. Four themes emerged from the data: (1) Nursing choices of own volition, (2) Loneliness due to the female-dominated environment and marginalization, (3) Dealing with barriers and seeking support, and (4) Positive experiences in nursing education. Male nursing students face barriers such as loneliness and feelings of alienation. Family support, mutual support among male nursing students, and the presence of role models were factors that addressed these barriers and positively influenced career choice. This research suggests that nursing educators need to understand the barriers faced by male nursing students and provide a gender-neutral learning environment for all students.

Melting the Snowy White Peaks: The needs, expectations and experiences of Black, Asian and minority ethnic student nurses to support equitable nursing education and career progression

BackgroundThere is an under-representation of Black, Asian and minority ethnic nurses in senior positions within the UK's national healthcare system. ObjectivesTo understand student nurses' perspectives on the role of race and ethnicity on career expectations, course learning and delivery, and areas for additional training and skill development for all nurses in understanding structural inequalities in healthcare. DesignQualitative study involving semi-structured interviews. SettingsUniversity in south-east England, UK. Participants15 nursing students (14 women, one man) from a range of ethnic backgrounds, age-groups and nationalities. MethodsInterviews lasting 30–60 min were conducted with nursing students and thematic analyses undertaken. ResultsFour inter-related themes were constructed: altered career expectations, lack of understanding, absent discussion of racism and missing representation. Experiences of racism were not uncommon for students from Black, Asian and minority ethnic backgrounds and these experiences affected these students' career expectations. Students described a lack of understanding about racism and that it was a taboo topic on their course and in placements. ConclusionsFindings highlight an urgent need for universities to challenge existing nursing curricula to ensure inclusive, anti-racist educational provision that works equitably for all future nurses. The importance of representation was highlighted among those who deliver courses, in the content of nursing curriculum through inclusive education, decolonised curricula and with student voices embedded to enable the development of culturally-competent nursing graduates.

Nursing Student Experiences During a Clinical Re-assignment to Long Term Care in the Omicron Wave of the Pandemic

Nursing Student Experiences During a Clinical Re-assignment to Long Term Care in the Omicron Wave of the Pandemic

The opinions of postgraduate nursing students about evidence-based practice: A qualitative study

Objective: This study was conducted for the purpose of exploring the opinions and experiences of postgraduate nursing students regarding evidence-based practice and its use in the clinical setting in Turkey.
 Methods: A qualitative study design was employed. Data in this research study were collected through Semi-structured questions were asked face-to-face in focus group discussions.
 Results: The findings of the study set forth the individual and organizational barriers that faced postgraduate nursing students in their efforts
 to implement evidence-based practices. The main themes of the study were highlighted as: perceptions regarding evidence-based practice, the impact on the group cared for, challenges faced in the implementation, institutional support in applying practices. Subthemes were data verification, useful and reliable application, difficulties in communicating with colleagues, traditional views, troubles with team collaboration, the indifference of young colleagues, insufficient resources, and the need for a mentor in the workplace.
 Conclusion: The students in their undergraduate programs, and elective courses on EBP should be added to the curriculum. In order to eliminate organizational barriers, institutions should establish EBP committee and mentoring system.

Frontstage nursing and backstage growth: The emotional labour of student nurses in Dutch nursing homes.

The complex emotional work of nurses calls for more recognition of emotional labour and the incorporation of emotional labour in nursing education. Based on participant observation and semistructured interviews, we describe the experiences of student nurses in two nursing homes for elderly people with dementia in the Netherlands. We analyse their interactions using Goffman's dramaturgical view on the front and backstage behaviour and the distinction between surface acting and deep acting. The study reveals the complexity of emotional labour, as nurses swiftly adapt their communication styles and behavioural strategies between settings, patients, and even between moments within one interaction sequence, which shows that the theoretical binaries fail to fully capture their skills. Although student nurses take pride in their emotionally taxing work, the societal undervaluation of the nursing profession negatively impacts their self-image and ambitions. More explicit recognition of these complexities would enhance their self-appreciation. This calls for a professional 'backstage area' that allows nurses to articulate and strengthen their emotional labour skills. Educational institutions should provide this backstage for nurses-in-training to strengthen these skills as part of the professional skill set.

Death, dying and caring: exploring the student nurse experience of palliative and end-of-life education

Background: Undergraduate education and training are fundamental in preparing student nurses for working in palliative and end-of-life care. Aim: This article explores the experiences of student nurses in their palliative and end-of-life undergraduate nurse education. Methodology: Sandelowski and Barroso's (2007) framework for undertaking a metasynthesis was used. Initial database searches returned 60 articles of interest. Re-reading the articles in the context of the research question identified 10 studies that met the inclusion criteria. Four key themes emerged. Findings: Student nurses voiced concerns regarding their feelings of unpreparedness, and lack of confidence and knowledge when dealing with the complexities of palliative and end-of-life care. Student nurses called for more training and education in palliative and end-of-life care. Conclusion: Flexible nursing curricula responsive to the needs of student nurses and the changing landscape of healthcare provision, including care to ensure a good death experience, should be prioritised at undergraduate level.

Microaggressions: Experiences of Diverse Graduate Nursing Students in Online Education.

Racial microaggressions are offensive and intimidating actions toward people of color and occur everywhere, including academia. Select studies report 40% to 98% of students of color report experiences with microaggressions on campuses. The purpose of this study was to describe the experience of microaggressions for diverse graduate nursing students in the online educational environment and to identify faculty strategies to create an inclusive learning milieu. This descriptive qualitative study employed 12 diverse graduate nursing students who participated in individual interviews about racial microaggressions. Two researchers used thematic analysis to evaluate the qualitative data. Five relevant themes were (a) online classroom is a barrier for microaggressions, (b) requirement of profile pictures is a risk factor for microaggressions, (c) experiences of past microaggressions carries over to the present, (d) diverse online students are resourceful, and (e) the reality of microaggressions online. Participants' suggestions, literature evidence, and research findings informed decision/action modes to assist the nurse educator with culturally competent methods to improve online learning spaces and decrease microaggressions for diverse students.

Experiences of Student Nurses Regarding Experiential Learning in Specialized Psychiatric Hospitals in South Africa, a Qualitative Study.

Experiential learning in specialized psychiatric hospitals is as essential as other learning in any discipline in nursing education as it allows student nurses to correlate theory to practice. Experiential learning in the mental health environment has been identified as a significant factor in promoting a more favorable attitude among student nurses toward mental health nursing. The study explored student nurses' personal experiences regarding experiential learning in specialized psychiatric hospitals. A qualitative approach using explorative, descriptive, and contextual designs was used, and 51 student nurses were purposively sampled. Data were collected through six focus group interviews and analyzed using a thematic approach. Measures to ensure trustworthiness were also enhanced. Ethical considerations were adhered to throughout the study. One theme and four sub-themes on the experiences of student nurses regarding experiential learning in specialized psychiatric hospitals were revealed, namely: theme: personal factors; sub-themes: fear of mental healthcare users, anxiety about clinical assessment, lack of interest in psychiatric nursing science, and stress due to social problems. Based on the findings, student nurses experience many things during experiential learning, including personal factors. A further qualitative study should be conducted on strategies to support student nurses during experiential learning in the specialized psychiatric hospitals of Limpopo Province.

Professional Nurses’ Experiences of Student Nurses’ Absenteeism during Psychiatric Clinical Placement in Limpopo Province, South Africa: A Qualitative Study

Psychiatric clinical placement is as essential as other placements in any discipline in nursing education as it allows student nurses to correlate theory to practice. Several research studies have been conducted on nurses' experiences of the clinical supervision of students, but absenteeism is still a challenge globally. In this study, professional nurses' experiences of student nurses' absenteeism from psychiatric clinical placements in Limpopo Province, South Africa, were examined. Three designated specialty mental institutions in Limpopo Province were the sites of the study. Explorative, descriptive, and contextual designs were used in a qualitative approach. A qualitative approach was used because the study sought professional nurses to narrate their experiences through in-depth, semi-structured interviews, which could only be achieved through a qualitative approach. A total of eleven professional nurses, four from two specialized psychiatric hospitals and three from one specialized psychiatric hospital, were purposively sampled and interviewed. These nurses participated in in-depth interviews that were used to gather data, which were then thematically analyzed. One theme and three sub-themes on professional nurses' experiences of the absenteeism of student nurses during psychiatric clinical placement were revealed. The theme was student factors leading to absenteeism, while the sub-themes were fear of mental health care users, negative attitudes towards psychiatric nursing science, and students' lifestyles. Based on the findings, student nurses' absenteeism can be caused by many factors. A qualitative study should be conducted to seek strategies to mitigate the absenteeism of student nurses during clinical placement in the psychiatric hospitals of Limpopo Province.

Experiences of Undergraduate Medical, Nursing Students and Faculty regarding Flipped Classroom: A Mixed Method Study at Private Medical University in Pakistan

The ‘flipped classroom (FCR)’ is a teaching pedagogy where students are actively involved in the learning process. It reduces passivity, enables students to become active learners through reasoning and concept...

Capturing, the experiences of undergraduate student nurses undertaking a pre-registration nursing degree course using an adapted experience based co-design approach

BackgroundThe quality of student experience in higher education plays an increasingly important role in attracting and retaining pre-registration nurses. Identifying and understanding the students' experiences of their course is a necessary step in the move towards improving the student experience. Experience Based Co-design (EBCD) is successfully established as an effective process for improving patient experience in a health care setting. This study presents the use of EBCD outside of healthcare, specifically in a higher education setting. ObjectivesTo capture, explore and understand the experiences of students' undertaking a pre-registration (adult) nursing course, and co-design potential improvements for future experiences through the application of an EBCD approach. MethodsAn adapted EBCD approach was utilised for gaining insight into what shapes students' experience of the nursing course and to collaboratively produce priority recommendations for course improvement. Semi-structured interviews, emotional touchpoint mapping and co-design events were conducted with undergraduate nursing students (n = 22) and staff stakeholders in a pre-registration (adult) nursing course (n = 19). Findings were analysed using the ‘Six phases of thematic analysis’ (Braun & Clarke, 2006). ResultsStudents had varied experiences on the nursing course, both positive and negative, particularly with student support. Three priority recommendations for course improvement were identified from the findings including: facilitating and supporting student development of independent study skills, enhancing student support in the clinical practice placement environment and clarifying and enhancing the role of the academic advisor. ConclusionsFindings from this study highlight areas for improvement on a pre-registration nursing course that could impact future students' experience. Furthermore, this study appears to be the first documented as using EBCD in a higher education setting with the focus on students, that enabled students and staff stakeholders in the nursing course to co-design priority recommendations for course improvement.

Institutional scope to shape persistence and departure among nursing students: re-framing Tinto for professional degrees

Tinto’s (1993) interactional model of student departure was initially developed for students in traditional academic degrees, at residential colleges in the US. This paper takes up Tinto as a fruitful starting point for a critical review of the aspects of the model which are more and less suitable for professional degrees: integration and commitment. Since nursing degrees are quite different from traditional academic degrees, particularly when it comes to the structure of the programme, this calls for a rethink of how the concepts can be used. The paper suggests that a Tinto-type model could be adjusted to offer a valuable tool with which to inform institutional work on retention and completion in nursing programmes, and potentially in other short professional degrees. While we identified limitations in how integration functions in a nursing programme, the existing model could be adapted to account for professional commitment, which in turn may counteract the fragmented integration nursing students experience. As nursing students’ initial commitment is much stronger (compared to other student groups), and this is linked to professional identity, students seem less interested in developing a student identity. Institutions should therefore consider alternative integration activities, activities which build on and contribute to the professional commitment students come into the institution with. Additionally, the integration activities also need to consider teaching at several sites, as nursing students switch between their institution and various practice placements, and therefore have a more interrupted study path.

"You have to strive very hard to prove yourself": experiences of Black nursing students in a Western Canadian province.

This study explored the experiences of Black students in two western Canadian undergraduate nursing programs. Using a qualitative focused ethnography design grounded in critical race theory and intersectionality, participants were recruited using purposive and snowball sampling. Data were collected through individual interviews, and a follow-up focus group. Data were analyzed using collaborative-thematic analysis team approaches. n=18 current and former students participated. Five themes emerged: systemic racism in nursing, precarious immigrant context, mental health/well-being concerns, coping mechanisms, and suggestions for improvement. An improved understanding of Black student experiences can inform their recruitment and retention. Supporting Black students' success can potentially improve equity, diversity, and inclusivity in nursing education programs and/or their representation in the Canadian nursing workforce. The presence of a diverse nursing profession is imperative to meet the needs to provide more quality and culturally competent services to diverse population.

Undergraduate nursing students' knowledge and experience in infusion therapy and peripheral vascular acces.

to analyze the knowledge and experience of undergraduate nursing students regarding infusion therapy and peripheral vascular access. descriptive, cross-sectional, analytical study with 123 undergraduate nursing students who answered a semi-structured instrument. the majority were women, with a median age of 51 years old; 87% considered the teaching received insufficient to perform in clinical practice. The mean overall knowledge score was 78.1 (SD± 8.97). The themes catheter flushing and lock (38.1%), catheter selection (34.2%), infusion equipment (30.9%) and insertion site (30.9%) presented a significant number of errors. practical classes and execution of procedures in health services were predictors for a better knowledge about infusion therapy and vascular access by undergraduate nursing students.

Experiences of Early and Enhanced Clinical Exposure for Postgraduate Neonatal Nursing Students at the University of Zambia, School of Nursing Sciences: Lessons and Implications for the Future.

Early and Enhanced Clinical Exposure immediately places postgraduate students in a clinical setting and incorporates continual hands-on instruction throughout their studies. It aims to motivate students by strengthening their academics, improving clinical and communication skills, and increasing their confidence. The underlying principles are to provide a clinical context and to ensure that the patient remains the centre of learning. The School of Nursing Sciences implemented this model in 2021 to produce hands-on Masters-level neonatal practitioners who can work in multidisciplinary clinical contexts. Therefore, this study explored the experiences of postgraduate nursing students on the Early and Enhanced Clinical Exposure model and draw implications for the future. A phenomenological study design was utilized at the University of Zambia, School of Nursing Sciences and comprised of eight Master of Science Neonatal Nursing students in their second year. Convenience sampling was used to select the study site and participants. Data was collected between 15th January 2023 and 31st January 2023 using an in-depth interview guide. Audio recording and notes were transcribed immediately after data collection. Data analysis was conducted using thematic analysis and codes and themes were constructed from the coded data. Ethical clearance and permission were sought before conducting the study. Four major themes emerged from the study: identity and role confusion, challenging and hectic experiences, positive educational experiences, and personal and professional growth. These themes contributed to the promotion of evidence-based practice by helping students to assess, diagnose, and treat various conditions, as well as gain interest, experience, knowledge, and exposure. The model has a significant impact on motivation to learn, as evidenced by reported increased skill level with potential for use in clinical practice. It is recommended that it be implemented in all postgraduate programs for full-time students.

The transfer of interprofessional learning to the clinical environment following a high-fidelity simulation experience in undergraduate nursing and medical students: A curricular resource

The incorporation of simulation into interprofessional education is an important tool to strengthen teamwork, communication skills, and student's understanding of their roles and responsibilities in an interprofessional team. This curricular resource describes a one-time, Basic Life Support interprofessional simulation experience developed for third year medical and senior nursing students that occurred throughout an academic year. Students were given a modified version of the revised Interprofessional Collaborative Competency Attainment Survey within one week following the experience. Thirty days after participation, students were sent another survey designed for reflection on their clinical experience following the interprofessional simulation. Learning objectives were met as improvements in the Communication and Roles and Responsibility domains were noted. Multiple themes emerged from the 30-day survey surrounding clinical experiences including awareness of the importance of communication and roles, the use of Situation, Background, Assessment, Recommendation, and closed-loop communication. Overall, students improved their short-term perceptions of interprofessional skills and transferred learning experiences from the simulation lab to the clinical environment after a 30-day period following a single interprofessional simulation experience.

“Truly once in a lifetime opportunity”. An overview of nursing students experiences of study-to-work transition in the SARS-CoV-2 pandemic

Abstract Introduction. The outbreak of the SARS-CoV2 pandemic resulted in a paralysis of healthcare systems. The most important problem was the provision of an appropriate number of healthcare personnel. One of the ways was to enable final-year students of medical sciences to start professional work. Aim. To analyse the available literature dealing with student study-to-work transition during the SARS-CoV-2 pandemic outbreak. Method. The resources of five databases: PubMed, Scopus, ProQuest, Web of Science, CINAHL Complete via EBSCOhost were researched. The inclusion criteria: 1) English language, 2) papers published in peer-reviewed journals, 3) type of publication, 4) papers published between 01.01.2020 and 31.12.2020. We have found 2,341 articles. The 17 papers were included in the final analysis. Results. The analysis pointed to soft competences as one of the most important group of competences enabling efficient study-to-work transition (n=13). Students pointed to the ethical problems encountered at the start of work in the pandemic (n=8). Two important factors should be highlighted as crucial for the future formation of the professional identity of a group of students starting their professional career in the pandemic: the impact of the disturbed process of professional adaptation and the need to implement changes to the processes of education of students of medical sciences.