Experiences Of Nursing Students Research Articles

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.

Nursing Students Experience in Learning of Caring

Professional value is needed in professional nursing practice. Caring plays an important role for nursing students in providing nursing intervention to clients. The purpose of the study was to determine the phenomenon of the student learning process of caring to improve their caring competence. The study used a descriptive qualitative design of phenomenology. The number of participants was 15 students, both at the academic and internship levels. Convenience sampling and analysis content were used to analyze data. The result of this study found three themes with eight categories. The first theme, caring was focused on physical, psychological, social, and spiritual conditions aimed at patient’s healing. The second theme, caring was influenced by themselves, family, and the learning environment. The Third theme students need competent lecturers, adequate facilities, and good learning strategies to improve their caring competence. Learning that focuses on increasing students' caring competence become a need felt by nursing students. Lecturers and faculty need to review the existing curriculum and curriculum tools to ensure that these needs are met.

Development of a qualitative respirator fit testing program for BSN students

The COVID-19 pandemic has impacted the nursing student clinical experience. At the time of this project, hospitals hosting students for clinical experiences had a high population of COVID-19 positive patients. University and hospital policies at the time prohibited students from caring for COVID-19 patients due to the inability to safely ensure that students could access the proper protective equipment (PPE) necessary when caring for patients in airborne precautions. Infection control guidelines for patients in airborne precautions require a N95 respirator to be always worn by healthcare providers. These respirators require yearly fit test following OSHA (Occupational Safety and Health Administration) standards. Hospitals do have the resources to complete N95 fit tests for nursing students. The solution was to provide qualitative N95 mask fit testing, performed by university faculty, staff, and students using OSHA guidelines and standards. Within 3 months, over 50% of the student population had been fit tested, which increased the clinical opportunities for the students.

Nursing students experiences in neonatal care: A qualitative study

Clinical practice is a moment of stress for nursing students with impact in academic outcomes. Neonatal Intensive Care Units (NICU) are a specific and multifaceted context that offer complex experiences to nursing students. A descriptive, cross-sectional, and observational study, with a qualitative approach was outlined that aimed to describe and categorize the experiences of nursing students in NICU. Semi structured interviews were used for data collection and content analysis for data analysis. Among eligible students (those that had performed clinical practice in NICU and agreed to participate) a purposive sample of 6 students was selected. Data analysis allowed the identification of five categories: clinical practice evolution, expectations about clinical practice, challenges faced in clinical practice, feelings for the babies and their parents, and comparing with the adult nursing clinical practice. The findings of this study indicate that nursing students experienced a wide range of feelings and experiences.

An exploration of nursing students’ stress, coping, and quality of life

Objective: The purpose of this phenomenological study was to identify stressors nursing students experience and examine the impact of stress on quality of life. A secondary aim was to identify coping mechanisms nursing students use to manage stress and to explore the effectiveness of these coping strategies.Methods: Purposive and snowball sampling were used to recruit eight students from a baccalaureate nursing program in the southeastern United States. One on one interviews were conducted using a semi-structured interview guide. Data were analyzed using Colaizzi’s method of data analysis.Results: Three themes emerged and were identified as (a) the Culture of Nursing School, (b) Nursing School Impacts Quality of Life, and (c) Emotion-Focused Coping. The sub-themes identified with Nursing School Impacts Quality of Life included Personal Lives Altered and Fear of Failure. Within Emotion-Focused Coping emerged two subthemes, Misery Loves Company and Light at the End of the Tunnel.Conclusions: The present study sheds light on the stressors nursing students experience Many students feel unprepared and become occupied with the fear of failure, which interferes with concentration and academic performance. Stressful situations in nursing school are unavoidable, therefore students must develop effective coping strategies. Faculty need to incorporate coping education into the curriculum to produce resilient, successful nurses. Fostering adaptive coping strategies may help decrease burnout and improve physical and mental wellbeing in nursing students.

Frontline Involvement in Population COVID-19 Vaccinations: Lived Experience of Nursing Students.

(1) Background: The globally promoted vaccination campaign has been shown to be the solution for the COVID-19 pandemic, reducing transmission, hospitalisation and the need for intensive care. Although several studies have examined the experiences of healthcare workers during the pandemic, few studies have investigated healthcare student experiences. The aim of this study is to explore the lived experience of third-year nursing students during the COVID-19 vaccination campaign. (2) Methods: A phenomenological qualitative method was adopted. The researchers selected third-year students undertaking a bachelor’s nursing degree who took part in the COVID-19 vaccination campaign at a high-volume vaccination centre in the period from May to August 2021. (3) Results: Thirteen students were included in the study. Three themes and twelve subthemes emerged from the study. The themes were: a challenging experience; it is not as easy as it seems; a learning experience worth living; and teamwork and trust leading to professional development. (4) Conclusions: Participation in the vaccination campaign was a novelty for students in their degree program. Students emphasized the positive aspects of having the opportunity to participate in the vaccination campaign and help the entire community in the fight against COVID-19.

Evaluation of a multischool collaborative COVID-19 vaccination project.

To describe experiences of student nurses and faculty who participated in COVID‐19 vaccine delivery through a multischool collaboration. Cross‐sectional survey. Student nurses and faculty members from five university schools and colleges of nursing who participated in one or more COVID‐19 vaccination or education events in 2021. Surveys were designed for students and faculty to document process and outcome experiences associated with project participation. Surveys were administered through an online survey platform. Overall, 648 students and 68 faculty members participated in the project. The evaluation survey was completed by 115 students (18%) and 58 faculty members (85%). Students valued increasing their clinical skills and reported the experience influenced their perspectives on nursing, fueling their passion and informing future career choices. Students reported that it was personally important to contribute to the vaccination effort. Few students reported challenges in participating in the project. Faculty reported positive experiences including gaining knowledge about public health and their communities, fueling their passion for nursing education, feeling a deeper connection with students, and experiencing personal satisfaction from contributing to the pandemic response. This project resulted in meaningful student learning opportunities, enhanced capacity for the public health emergency response, and strengthened partnerships among nursing programs and between academia and public health community partners.

Adoption of an Adaptive Learning Resource, Rhapsode™, in Nurse Education: Students’ Expectations and Experiences

This article presents the first finding from a research project that design for and test the implementation of an adaptive learning technology, RhapsodeTM, in nurse education in Denmark. Based on the empirical data that was generated from 12 h of classroom teaching observations and interviews with 11 student nurses, the article asks the question of how the student nurses experience and react to the new digital learning resource. The student nurses reacted very differently to the technology, and it is the descriptions, reasons and discussions of these reactions and experiences that are in focus in this article.

The experience of obstetric nursing students in an innovative maternal care programme in Chiapas, Mexico: a qualitative study

In Mexico, over the last decade, more non-physician medical professionals have been participating in birth care according to recent federal regulations. So far, very few sites have been able to implement birth care models where midwives and obstetric nurses participate. We describe the experience of a group of intern obstetric nurses participating in a model that provides respectful birth care to rural populations, managed by an international NGO in partnership with the Ministry of Health of Chiapas, Mexico. We conducted a case study including individual interviews and focus group discussions with obstetric nurse interns participating in the Compañeros En Salud programme over four years from 2016 to 2019. We applied targeted content analysis to the qualitative data. There were 28 participants from 4 groups of interns. Informants expressed their opinions in four areas: (a) training as a LEO, (b) training experience at CES, (c) LEO role in health care delivery; and (d) LEOs' perspectives about respectful maternity care. Interns identified gaps in their training including a higher load of theoretical content vs practical experience, as well as little supervision of clinical care in public hospitals. Their adaptation to the health services model has increased over time, and recent classes acknowledge the difficulties that earlier ones had to confront, including the challenging interactions with hospital staff. Interns have incorporated the value of respectful birth care and their role to protect this right in rural populations. Findings could be useful to call for the expansion of the model in public birth centres.

Touching male patients – The challenge of orthodox Jewish female nursing students: A phenomenological study

BackgroundIndividuals from minority populations represent a growing percentage of the nursing workforce. Orthodox Jewish nurses are part of the Israeli nursing workforce, but scarce data and little research is available regarding the influence of nurses'; religious and cultural backgrounds on their interactions with patients. Research regarding touch between the sexes in a professional context refers mainly to male nurses touching female patients. The cultural context of touching patients has also been poorly investigated. ObjectivesUnderstanding orthodox Jewish female nursing student's experience of touching male patients. DesignQualitative study. SettingsFour academic nursing programs in Israel. ParticipantsForty orthodox Jewish female nursing students, academic year 3–4. MethodDescriptive phenomenological approach. Forty in depth semi-structured interviews were undertaken and analyzed according to themes. ResultsEight categories were identified. From these, three main themes emerged: Supervisor-student relationship (bullying/abuse), negative personal feelings (loneliness/helplines, lack of support, fears, cognitive dissonance) and coping strategies (being tested by God, improving one's self character, positive personal reflection). ConclusionThese students presented with unique challenges facing male patients – which clinical instructors were unaware of. They used their cultural background as a source of power. Findings may be of global relevance for other nursing schools and health services where nurses come from religious backgrounds.

The use of mobile technology to support work integrated learning in undergraduate nursing programs: An integrative review

ObjectivesInvestigate the use of mobile technology to support Work Integrated Learning in undergraduate nursing programs. DesignIntegrative review with narrative synthesis. Data sourcesElectronic databases searched in February 2021 included CINAHL, ERIC, MEDLINE and APA PsychInfo. Review methodsThe methodological framework described by Whittemore and Knafl (2005) guided this integrative review. A total of five (5) studies published between 2017 and 2020 were analysed and synthesised. ResultsData was categorised into two themes: 1) Accessibility of Learning Resources, and 2) Effective and Timely Communication. Convenient and easy access to Learning Resources at the point of care improved students' confidence and competence to perform clinical skills, thereby reducing student's anxiety and increasing satisfaction rates. The accessibility to educational and skills-based resources also promoted patient safety at the point of care. Effective and Timely Communication improved engagement and collaboration between students, clinical facilitators and academics, enabling a more supportive environment that improved student autonomy and motivation for self-directed learning. The Effective and Timely Communication of student progression and assessment strategies was found to improve student engagement and motivation to be independent learners. ConclusionThis review contributes important knowledge because internationally there is a need to increase knowledge and understanding of how to best support Work Integrated Learning experiences of student nurses. Mobile technology has been recognised as an innovative tool in education, further research investigating its use to support Work Integrated Learning in undergraduate nursing programs is required.

Experiences of Nurses on Tutor-marker Feedback in their Postgraduate Open and Distance Learning Course at the University of Namibia

The development of education in Namibia is guided by four broad goals: access equity, quality and democracy. Open and distance learning (ODL) remains one of the most convenient modes of study, promoting access to higher education in Namibia. However, studies have pointed out that feedback plays a significant role in the improvement of distance education and students’ performance. Institutions of higher education need to constantly assess the experiences of students who choose to study through this mode in order to devise strategies that can be used to address the challenges. The experiences of postgraduate nursing students regarding tutor-marker feedback in Namibia have not been extensively researched. The purpose of this study was to explore and describe the experiences of nurses regarding tutor-marker feedback in their postgraduate ODL course at the University of Namibia. A qualitative, explorative and contextual study was conducted. The sample comprised postgraduate nursing diploma students specialising in nursing education and health service management in the 2020 academic year, studying through ODL. Purposive sampling was utilised. Data were collected from 17 participants using semi-structured interviews. The data were analysed using qualitative thematic analysis and strategies to ensure trustworthiness. Ethical considerations related to the study were implemented. The analysed data revealed three themes, namely: students’ experience of tutor-marker feedback, challenges of marking feedback, and recommendations for improvement. Therefore, the findings of this study call for actions and plans from ODL management teams to address the challenges identified in this study. For effective learning to take place in ODL, timely and helpful feedback from tutors should be provided.

Preceptorship as a Clinical Teaching Strategy: Nursing Students’ Experiences at Selected Clinical Settings in the North-East of Namibia

Preceptors with relevant experience are employed to facilitate learning in clinical areas in order to transfer knowledge to undergraduates to help them build their clinical competence. Institutions of higher education should continuously explore the experiences of nursing students regarding preceptorship. However, the experiences of student nurses on the use of preceptorship as a teaching strategy in clinical areas in Namibia have not been extensively researched. The purpose of this study was to explore and describe student nurses’ experiences in this regard during placement in clinical settings in the north-east of Namibia. A qualitative approach was employed comprising an explorative, descriptive and contextual design. The research population for this particular study consisted of nursing students studying for a Bachelor of Nursing Science degree at the University of Namibia, Rundu campus, who were registered for the 2020 academic year. The sample was drawn from this population using convenient sampling. Data were collected on 15 student nurses from years 1 to 4 undertaking a Bachelor of Nursing programme, using semi-structured interviews and analysed by means of thematic analysis. Four main themes subsequently emerged: preceptorship as a teaching strategy; facilitators for preceptorship; hindrances to preceptorship; and improvements to regain preceptorship. The study recommends that the University of Namibia consider recruiting more preceptors on all levels for major subjects. The findings of this study consequently call for well-articulated plans and actions on the part of the Faculty of Health Sciences and School of Nursing management teams to address the challenges identified in the study.

Listening to the minority: A qualitative study exploring male students' perceptions of the nursing profession and reasons for choosing nursing as a career

IntroductionNursing is a rapidly growing profession that has traditionally been dominated by women. Research has highlighted various challenges associated with increasing the number of male nurses, such as cultural challenges and stigma related to nursing. The United Arab Emirates (UAE) has experienced an increase in male students enrolling in nursing programs. To ensure this is sustainable, it is important to understand how male students perceive nursing and clarify factors that influence their decision to choose nursing as a career. ObjectivesTo explore male nursing students' perspectives of the nursing profession and understand why they chose nursing as a career. MethodsParticipants in this qualitative analysis were 30 male students that were selected using purposive sampling. Semi-structured interviews were used to collect data about participants' experiences. We used a qualitative content analysis to guide the data analysis. ResultsThree main themes were identified that described male students' perspectives of and reasons for choosing nursing: (1) perceptions of nurses and nursing profession; (2) individuals as facilitators or role models in choosing the nursing profession; and (3) barriers to choosing the nursing profession. Discussion and conclusionOur results regarding barriers and facilitators for male students in choosing to study nursing may be useful to help improve the recruitment of and learning opportunities for male nursing students. Highlighting the male presence in the nursing profession and positive male role models may encourage males to enter the profession. Therefore, understanding the experiences of male nursing students in choosing nursing as a career has important implications for nursing practice and education.

A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study.

BackgroundDue to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence.PurposeThe aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March–June 2020).MethodA qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted.FindingsThree themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice.DiscussionNursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education.

Perspective and Experience of Male Nursing Students in 3-year Vocational College During Their Clinical Practicum: A Qualitative Study in Shanghai, China.

BackgroundWith the expansion of nursing enrollment, more and more male students are joining the nursing program. Nevertheless, the number of male nurses who actually stay in clinical work in China continues to be low. Clinical practicum is a critical period during which nursing students transform to the role of registered nurses. However, few studies have researched the perspective and experience during clinical practicum among male nursing students in 3-year vocational colleges in China.ObjectivesTo explore the perspective and experience of Chinese male nursing students during clinical practicum in the third year. One of the main objectives is to provide implications for future nursing education and to help male nursing students for better adaptation to clinical roles.MethodsThe qualitative study used a purposive sampling method and collected data through in-depth, semi-structured interviews. The participants were 20 male students from a 3-year vocational college in Shanghai. They completed the basic nursing course in college and underwent a clinical practicum in the 3rd level hospitals in China between July 2020 and March 2021. A Seven-stage Colaizzi process was used for data analysis.ResultsThree themes were revealed through content analysis: opportunities and challenges brought by gender factors in hospital humanistic environment, gaining experience and growth during clinical practicum, and future career planning.ConclusionsThe presented findings further our understanding of the perspective and experience of male nursing students during clinical practicum. It is very important and necessary for providing implications for future nursing education. At the same time, effective support from society, such as social unions, mass media, government, can help better address male nursing students' needs and complete the role transform of registered nurses.

Enhancing the Nursing Student Experience: A Mixed-Methods Approach.

There is a lack of published literature linking the nursing student experience and program evaluation relationship. A mixed-methods approach was used to improve the nursing student experience through faculty, staff, and student engagement. A student experience initiative was launched in 2016. A 3-year plan was developed by an external consultant and steering committee. A process to prioritize improvement needs across all programs was used, with program-specific plans, faculty engagement, and results in a graduate-entry nursing program. Student satisfaction ratings on exit surveys increased from 1 of 10 at the start of the initiative in 2016 to 8 of 10 in 2021. Continuous improvement and engagement are needed to maintain student satisfaction in nursing education. This initiative can serve as a framework for other educational partners to consider adopting to enhance the nursing student experience and improve program outcomes. [J Nurs Educ. 2022;61(5):276-279.].