Experiences Of Nursing Students Research Articles

Interprofessional Team-Based Learning: A Qualitative Study on the Experiences of Nursing and Physiotherapy Students.

Traditional discipline-specific training has limitations in facilitating inter-professional communication and collaboration. To address this issue, two local universities in Hong Kong launched an interprofessional team-based learning program to allow the undergraduate healthcare students to form teams and experience collaborative problem-solving. This study aimed to evaluate the experiences of nursing and physiotherapy undergraduates following interprofessional learning activities. Twenty-seven 3rd-year nursing and physiotherapy undergraduates were recruited through purposive sampling. Semi-structured interviews were conducted, and written feedback was solicited until data saturation was achieved. An inductive thematic analysis was used for the data, and each theme was mutually exclusive. The findings revealed the positive experiences of the students with this interprofessional learning activity. Three main themes emerged: (1) the process of interprofessional learning; (2) profession-related outcomes of interprofessional learning; and (3) patient-related outcomes of interprofessional learning. The study indicated that interprofessional team-based learning activities enhanced learning experiences of the students through interactive learning with other healthcare students. Experiences of relationships that are trustful and complementary allow students to develop confidence in knowledge transfer and in interprofessional collaboration, as well as in providing a holistic patient-centered care. These findings substantiate the importance and value of interprofessional learning in healthcare education.

Objective Structured Clinical Exam : A Cross Sectional Study To Evaluate Undergraduate Nursing Students Experience

Introduction: OSCE is an assessment tool in which the components of clinical competence suchas history taking, physical examination, performing procedures, interpretation of lab results, healtheducation, communication and attitude are tested using agreed check lists and rotating the studentround a number of stations some which have observers with check lists. Aim: The present study wasconducted to evaluate the experience of undergraduate nursing students on objective structured clinicalexamination as an assessment method for their clinical skills. Material & Methods: A Cross sectionaldescriptive design was used in the study. A convenient sampling method was followed, to select 237students of different academic levels of BSc Nursing program during the academic year 2019 – 2020of Aswini college of Nursing, Thrissur. The questionnaire was administered through Goggle formsafter testing the validity. Results: Majority of the students responded positively towards the OSCEattributes, organization, quality, validity, reliability and exam. Student’s experience OSCE as not scaryand frightening; and also they partially agree with using OSCE more often in upcoming years. Majorityof students partially agree that OSCE felt as real as well as authentic and covered wide range of clinicalskills. Students positive feedback of the OSCE experience recommend the usefulness of OSCE as asummative & formative evaluation method in nursing field.

Digital Microcertification: An Interprofessional Simulation Experience for Undergraduate Nursing and Medical Laboratory Students.

Badges of merit, or microcertification, have increased in popularity to acknowledge achievement of skills or proficiency in a profession-specific competency and incentivize the learning experience. Outcome criteria are rigorously established by an academic institution to preserve the integrity of the microcredential or badge. On the premise that a microcredential may be favored by future employers, stakeholder involvement in the microcredential process strategically enhances employer awareness. This article describes use of a simulation experience with nursing and medical laboratory science students to demonstrate competencies in interprofessional communication to achieve a digital microcredential.

An Exploratory-Descriptive Study on the Impact of COVID-19 on Teaching and Learning: The Experiences of Student Nurses in the Rural-Based Historically Disadvantaged University of South Africa.

Covid-19 has disrupted normal working conditions as people were not allowed to assemble in one place. There is a limit that is placed on the number of people congregating in public areas, and these measures also affect the education system worldwide. The purpose of the study was to explore nursing students’ experiences in a historically disadvantaged rural-based university on the impact of Covid-19 on teaching and learning. The study employed an exploratory-descriptive qualitative design among nursing students who were purposively sampled to participate in the study. A qualitative self-administered open-ended online google form was used to collect data. Thematic analysis was employed for this study. All ethical measures were respected during this study. Interviews were conducted with 68 participants, including 12 undergraduate second-year students, 7 third-year students, and 49 fourth-year students. A total of 51 females and 17 males participated in this study. The study yielded several themes, including participants’ expression of their experiences related to teaching and learning during the national lockdown, participants’ views on the impact of COVID-19 on teaching and learning/research, and Participants suggested sustainable strategies to promote teaching and learning during the national lockdown. In conclusion, the role of preceptors in all clinical areas should be strengthened to improve clinical teaching and learning. The researchers recommend strengthening collaboration among university lecturers for sharing ideas and finding innovative solutions appropriate for handling any pandemic that threatens teaching and learning processes.

Nursing Challenges Continue Into 2022

As the New Year begins, I would like to thank the leadership of the boards of nursing and other national nursing organizations for their collegiality and comradery during the past 2 years as we addressed several difficult challenges related to COVID-19. Together, we produced policy briefs/statements that tackled issues related to clinical experiences during COVID-19 (Academic-Practice Partnerships), COVID-19 vaccine administration, clinical experiences for unvaccinated nursing students, and the dissemination of nonscientific and misleading COVID-19 information by nurses.

Stress, workplace bullying, and career decision of male nursing students: a qualitative inquiry of male undergraduate nursing students

Background: This study aims to understand and explore the relationships between stress, workplace bullying, and experiences of male nursing students in South Korea. A shortage of nursing professionals is currently a significant problem in the health and social care system. Although the government has established enrolment plans and scholarships for potential nursing students, long-term solutions still have not been found. The number of newly registered male nursing professionals is still significantly low. Based on the self-efficacy approach and social cognitive career and motivation theory, three research questions guided this study: (1) What are the sources of stress for male nursing students in South Korea? (2) How would male nursing students describe their position, role, and experience as male individuals in South Korea? (3) Do gender role, gender discrimination, gender bias, and gender inequality influence the experience of male nursing students in South Korea? Method: With the qualitative inquiry, 20 male nursing undergraduate students were invited. The results indicated that stress from the gender role, discrimination and social bias due to their gender and nursing position caused the relationships between stress, workplace bullying, and career decision. Results: Based on the results, male nursing students face stress, burnout, pressure, and gender bias, which may influence their career decision and long-term development. Conclusion: Therefore, government departments, university leaders, medical facilities managers, and human resource planners should take this study as the opportunity to reform and polish the government policies and regulations to answer the gender discrimination and bias in the health and social care profession.

Experiences of nursing students who are mothers in balancing their dual roles in undergraduate nursing and midwifery education: A phenomenological study

BackgroundWhile most educational policies worldwide give everyone the right to attend educational institutions, irrespective of pregnancy or maternal status, the dual role of being both a student and a mother can be extremely demanding. This requires institutions of higher learning to continuously explore the experiences of nursing students who are mothers as they balance their dual roles, as a way to mitigate the challenges they face. This research was conducted as these mothers’ experiences in Namibian institutions of higher learning have not been extensively researched. PurposeThe objectives of the study were to explore and describe the experiences of student nurses who are mothers in balancing their dual roles. MethodThe study adopted a qualitative, explorative, descriptive and contextual research design using a phenomenological approach. The study employed purposive sampling techniques to select the eight participants who consented to, and participated in, the study. The researcher used semi-structured phenomenological interviews as a tool to gather data, which were analysed thematically. Fundamental ethical principles were adhered to throughout the course of the study. ResultsFour themes emerged from the study: the responsibilities of motherhood; the experiences of students who are mothers; the challenges of combining these dual roles; and recommendations to mitigate these challenges. ConclusionThe research findings revealed that the role conflict experienced by these students affects their academic performance. In addition, an inability to perform their childcare functions adequately resulted in poor social bonding with their children. Adopting coping strategies helped these students with the dual role challenges.

The Use of Drawing as Learning Activity in a Human Anatomy Course: Implications for Learning Scientific Foundation of Nursing

Human anatomy is perceived by health science students and educators to be a burdensome, challenging and labour-intense course. In order to enhance understanding of human anatomy, the use of student-centred approaches is encouraged, of which drawing is included. However, it is not explicitly known how nursing students in Kavango east region experience the use of drawing. This research was conducted to explore and describe the experiences of first-year nursing students from a resource-constraint setting on the use of drawing as a learning activity in a human anatomy course. A qualitative descriptive, explorative, and contextual study was conducted in Kavango east region, Namibia. Data were collected via focus-group interviews with 28 participants who were conveniently selected. A qualitative content analysis was followed, while trustworthiness was ensured according to the four principles of Lincoln and Guba. Ethical clearance and permission were granted by the School of Nursing Research Committee. The ethical principles of autonomy, non-maleficence, beneficence, and justice were adhered to. The experienced beneficial aspects of drawing are enhancement of course understanding, boosting creativity, and integration of theory into practice. Challenging aspects were related to lacking artistical skills, time constraints, complex and complicated drawings as well as a shortage of materials and learning resources. In order to improve drawing as a learning activity in human anatomy, recommendations were made for nursing students, educators and future researchers.

Compassion within an academic setting: Experiences of student nurses

Compassion is fundamental to the delivery of quality nursing care and is an expected core competency that students must achieve to become a registered nurse. Nurse educators have a role in teaching compassion and in cultivating compassionate behaviours, among students, thus this novel study explores the student nurse's experience and understanding of compassion within the academic setting. A qualitative descriptive study using digitally recorded focus group interviews was undertaken with student nurses (n = 32) to explore their experiences of compassion in an academic setting. Data analysis was performed based on Braun and Clarke's framework of thematic analysis. Three themes were identified: students understanding of compassion, students experience of compassion within the academic setting and supporting compassion in an academic space. Student nurses reported their experiences of compassion as predominantly positive. They advocated for further ‘space’ within the curriculum for more formalised approaches to foster supportive relationships and to improve their experience of compassion within the academic setting. It is important to understand students' perspectives as this can guide teaching practice, organisational policy reform, and future research.

The impact of simulation on the perception of clinical self efficacy in first semester associate degree nursing students

IntroductionThe current climate in nursing education favors simulation-based learning experiences over traditional forms of pedagogy for their perceived benefits in improving students’ competencies and skills. This quality improvement project explored the impact of simulation-based learning experiences for first-semester nursing students on their self-efficacy and self-confidence to perform in bedside roles in their first clinical rotation. This project focuses on first-semester associate degree nursing students. AimThe purpose of this project was to determine if it is beneficial for ADN students to participate in simulation activities before the first clinical rotation, as opposed to experiencing simulation later in their studies, as is traditional in this university. MethodThe participants attended three simulation sessions and were evaluated on their satisfaction with the program, its usefulness for their practice, and self-efficacy before and after participating in their first clinical practice experience. ResultsThe findings of this quasi-experimental project indicate improved satisfaction with each simulation session and overall acceptance and recommendations for retention in the curriculum. The students’ self-efficacy and self-confidence levels increased significantly after the clinical practice (t (20) = 2.63, p = 0.016). ConclusionIntroducing simulation for first-semester associate degree nursing students has benefits and improves learner preparedness for bedside roles.

The experiences of adult nursing students completing a placement during the COVID-19 pandemic.

The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Semi-structured interviews were conducted via a virtual platform. Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

Older adults 'Have so Much to Teach Us': A qualitative study of BSN student perceptions when anticipating clinical in the nursing home.

As the population of older adults is estimated to double by 2050, the growing demand for nurses to provide care to older adults will grow. Internationally, attitudes among nursing students towards caring for older adults range from negative to slightly positive. The purpose of this qualitative descriptive study was to examine undergraduate nursing students' thoughts, feelings and perspectives towards older adults residing in nursing homes prior to their clinical experience. Students enrolled in a clinical component of a course within a baccalaureate nursing programme were prompted to write a one-page reflection on their thoughts and feelings toward caring for older adults in a nursing home. Artefacts from 72 undergraduate students' were examined, and data saturation was obtained at 20 cases. Utilizing a one-time inquiry approach, we identified eight categories that emerged from the data: Range of emotions when anticipating clinical, building rewarding relationships with older adults, preparing for my nursing career, student pre-existing attitudes, providing the best care possible, relationships with grandparents, experience(s) in nursing homes and older adults 'have so much to teach us'. Two themes encompassed all the others: '[Older adults] have so much to teach us' and 'providing the best care possible'. A strong majority of students expressed enthusiasm for their upcoming clinical in a nursing home. Students' attitudes were significantly more positive than those in prior studies. The results offer essential insight for nursing faculty who teach and design clinical experiences for undergraduate nursing students in nursing home facilities. Faculty should take account of their students' prior experiences, thoughts, and feelings to prepare them appropriately to care for older adults in their future nursing careers. Increasing staffing and retention of staff in nursing homes facilities remains a priority for stakeholders in long-term care of older adults. Nursing educators must continuously assess students' knowledge and attitudes assists to identify knowledge gaps and misconceptions, which must be addressed to teach student nurses how to provide high-quality, effective and culturally sensitive care to older adults. As students become more competent in caring for older adults, their desire to pursue a nursing career in gerontology care may increase. Early experiences of student nurses with older adults will prepare nursing students for their future career. Understanding students' thoughts and feelings will assist faculty in tailoring clinical orientation, designing clinical experiences and post-conference debriefings that address students' concerns. This research contributes to the knowledge of perceptions of nursing students and will assist to design educational experiences. Nursing educators who understand nursing students' attitudes toward caring for older persons can facilitate therapeutic interactions between nursing students and older adults. Designing experiences with these research results in mind may facilitate the development of positive attitudes towards caring for older adults.

Exploring the Gender-Related Perceptions of Male Nursing Students in Clinical Placement in the Asian Context: A Qualitative Study.

The lack of gender diversity in the nursing profession has long been recognized as a cause for concern. Female nurses in many practice settings across nations continue to outnumber their male counterparts. Male nursing students may have perceived differences in the way they are treated in clinical practice; however, limited studies have been conducted to determine the unique perspectives of these students in terms of gender bias in their clinical learning. To address this knowledge gap, this study employed a qualitative descriptive approach to explore the experiences of male nursing students in clinical learning in an Asian context. Specifically, we examined the insights emerging from the thoughts and feelings of male nursing students from interactions with their clinical mentors, patients, and peers in their encounters during their clinical placement. From November 2019 to July 2020, data were collected through semi-structured interviews from 22 male participants aged 21–30 years (mean age: 22.7), enrolled in a prelicensure Bachelor of Nursing (honors) program in Hong Kong. Four themes emerged after a qualitative content analysis: (1) while the School of Nursing welcomes men, clinical settings are another story due to pragmatic considerations; (2) you are welcomed because you may be seen as a helper with greater physical strength; (3) male nursing students feel alienated in the obstetrics and gynecology practicum; (4) more male role models are desired in the clinical setting. Our findings indicate the need to promote gender awareness among faculty and clinical mentors, understand the factors hindering and facilitating the clinical practicum for male nursing students, improve the male nursing experience during the maternity practicum, and ensure access to more male role models to boost role socialization and learning.

Sexuality, student mental health nurse and lecturer experience in education and practice

This article presents a critical reflection on an experience relating to sexuality from two perspectives, a mental health nursing student and a lecturer. It took place during stage 1 of a graduate entry nursing 2-year Master of Science mental health nursing programme at a UK university. Student mental health nurses in higher education who identify as lesbian, gay, bisexual or transgender can feel less safe than others, which affects performance. Lecturers can make a difference to the educational experience of student nurses who are lesbian, gay, bisexual or transgender and this can have an impact on clinical practice. The emotional impact of ‘coming out’ in the classroom can have far-reaching consequences for their mental health. The response of educational staff can have a huge impact on the ability to learn and the marks achieved. Student–lecturer relationships can have transformative consequences. Student mental health nurses make meaning from their educational experiences in the classroom and clinical practice. If they do not see themselves represented, this can affect engagement and motivation. Safe nursing practice is role modelled from lecturer to student and has implications for service user experience in clinical settings.

Understanding How Nursing Students Experience Becoming Relational Practitioners: A Narrative Inquiry.

BackgroundTeaching nursing students to become relational practitioners requires theoretical approaches and strategies that engender personal and aesthetic knowing. These qualities closely parallel those that define relational practice. The use of creative self-expression in supporting the development of student capacity for relational practice offers a viable approach.PurposeTo learn how nursing students’ engagement in creative self-expression activities may impact the construction of their professional identity and capacity for relational practice as novice nurses.MethodClandinin and Connelly's narrative inquiry approach was used to explore nursing students’ experiences of learning how to become relational practitioners. Four new nurse graduates engaged in a follow-up focus group using Schwind's narrative reflective process to discuss the impact of a relational practice workshop series.FindingsBronwyn's story became the composite of the four participants. Two key narrative patterns emerged: being in service of others and being knowledgeable collaborative leaders. These entailed an intentional engagement in relationships with patients, which required attention to the co-constructed relational space. The creative approaches used to facilitate students’ learning informed their awareness that led to their transformation.ImplicationsEducating future nurses who are relational, person-centered practitioners requires a holistic approach to teaching/learning which also includes creative self-expression.

The experiences of student nurses in a pandemic: A qualitative study

Aim/objectiveTo record and learn from the experiences of students working on clinical placement in a pandemic. BackgroundIn March of 2020, final and second year student nurses in England were given the option to join the Covid-19 pandemic work-force, paid as high-level health care assistants. Methods/designUsing qualitative methods and rapid analysis techniques, this study gathered the unique experiences of 16 final year students, from all fields of nursing at a University in the East of England, who chose to complete their final extended placement in a diverse range of clinical placements at the height of the first wave of the pandemic. Data was collected between July and September 2020. ResultsFive key themes were identified across our data: rationale for undertaking the extended placement, role tensions, caring for patients and their families, the impact on teaching and learning, and personal health and wellbeing. ConclusionsWhile our participants reported largely positive experiences including a perceived heightened preparedness for qualification, their experiences provide important insights for nurse educators for the education and support of future students going into similar situations, in particular relating to welfare and support, preparation for placement, resilience, e-learning and learning on the front line.

Experiences of student nurses on role modelling of a therapeutic approach by registered nurses: Recommendations for improvement.

BackgroundA therapeutic approach involves portraying the attributes of being polite towards fellow human beings and patients, respecting them irrespective of their circumstances and having sympathy and compassion for them. Knowledge of therapeutic approach is the initial step towards gaining patients’ trust and developing student nurses’ communication with patients; however, theoretical knowledge alone may not increase application in practice. Role modelling of a therapeutic approach increases patient care satisfaction and enables student nurses to therapeutically communicate with patients, colleagues and all other staff members. The most appropriate way for student nurses to learn what it means to portray therapeutic approach is seeing registered nurses’ role modelling it.ObjectivesTo make recommendations for the enhancement of role modelling of therapeutic approach by registered nurses for student nurses at a regional public hospital.MethodA qualitative, exploratory, descriptive, phenomenological and contextual design was used. Three focus group interviews were conducted. Data were analysed using Giorgi’s descriptive phenomenological method. Measures to ensure trustworthiness and ethical principles were applied throughout the research.ResultsOne central theme with three main themes and related sub-themes indicated that student nurses had negative experiences on role modelling of therapeutic approach owing to registered nurses’ non-therapeutic communication, lack of professionalism and ethical conduct as well as poor quality patient care. However, only the recommendations seeking to address the experiences of non-therapeutic communication which included negative attitudes of registered nurses towards patients, lack of provision of patient information, poor handling of patients’ complaints as well as racial discrimination re-handling of patients’ complaints will be highlighted.ConclusionThe majority of student nurses had negative experiences on role modelling of therapeutic approach by registered nurses. They needed registered nurses to improve their approach towards patients. It is expected that the implementation of the recommendations will enhance therapeutic approach to patients.

Caring experiences of male nursing students: A qualitative study

Background: Caring, nursing, and the female gender role are all strongly linked. However, the number of male nurses is expanding globally. This occurrence calls into question the caring experiences of men in the nursing context. Objective: The purpose of the study was to explore views of caring in nursing among male nursing students in Brunei Darussalam. Methods: An exploratory, qualitative design was used to analyse the students' insights on the meaning of caring. Eighteen students who fit the inclusion criteria were invited using a purposive sampling method. There was two individual interviews (n=2) and four focus groups discussion (n=4), and it was audio-recorded with the consent of the students. These interviews were coded and thematically analysed. Results: Three themes have emerged from the data analysis: (1) Caring is about giving holistic care (2) Perceived challenges of exhibiting caring (3) Overcoming the challenges of exhibiting caring. Conclusion: The findings show that caring in the context of holistic care is consistent with earlier research. The study has strengthened our understanding of the profession's view of male student nurses. However, more research into the impact of male students' roles and images on nursing practice could better understand their challenges.

The Effect of Moderate-Fidelity Mannequin VS Peer Simulated Patient on Nursing Students Experience and Level of Competency

Background: Simulation in nursing has been the trend as one of the teaching modalities during laboratory session. Contemporaneous, the use of mannequin and peer simulated patient serves as a medium to depict patient in providing necessary competencies in the realm of nursing mainly in Health Assessment course. Aim: To investigate the effect of moderate-fidelity mannequin vs peer simulated patient on nursing students experience and level of competency. Method: 80 nursing students enrolled in Health Assessment course at King Saud bin Abdulaziz University for Health Science were recruited in the current study; data was collected by questionnaire and competency checklist. Results: The study results revealed that there was a statically significance difference regarding the total experience and total competency mean scores among the study and control groups (t= 10.039, P= .000 & t= 3.791, P= .000 respectively) towards the use of Peer Simulated Patient. Conclusion and Recommendation: Nowadays many nursing schools have started to utilize simulation-based nursing teaching and learning, however, simulation-based learning should be applied blended with the peer simulation in teaching to improve the undergraduate nursing students’ clinical experience and assessment skills.

Evidence-based knowledge and emotional experiences of undergraduate nursing students regarding endotracheal suctioning: A cross-sectional, descriptive study

AimThis study evaluated the evidence-based knowledge and emotional experiences of undergraduate nursing students regarding endotracheal suctioning. Research methodology/designA cross-sectional, descriptive, survey design was used. Nursing students’ knowledge level was measured using the Suctioning Knowledge Questionnaire, and emotions were assessed using the Clinical Stress Questionnaire. SettingUniversity undergraduate nursing programme. ResultsThe study included 445 undergraduate nurses. Students’ mean knowledge score was 36.86 ± 14.45, and 85.8% of the total knowledge scores were 50 or less indicating a low level of knowledge. The mean score of the students who had experienced the suctioning procedure (44.5%, n = 198) was statistically higher than that of the students without experience (38.78 ± 12.62 and 35.32 ± 15.62, respectively) (p < 0.05). Students who performed the suctioning procedure expressed their emotions relating to suctioning as follows: I felt nervous (79.3%), worried (77.8%), frightened (70.2%), daunted (53.0%) and disgusted (51.0%). ConclusionThe majority of nursing students’ knowledge levels were insufficient. That they felt frightened or disgusted performing the procedure was noteworthy. Students should be given the opportunity to perform endotracheal suctioning and express their feelings about the procedure.