Experiences Of Undergraduate Nursing Students Research Articles

Experience of undergraduate nursing students participating in artificial intelligence + project task driven learning at different stages: a qualitative study

BackgroundArtificial intelligence is a growing phenomenon that will soon facilitate wide-scale changes in many professions, and is expected to play an important role in the field of medical education. This study explored the realistic feelings and experiences of nursing undergraduates participating in different stages of artificial intelligence + project task driven learning, and provide a basis for artificial intelligence participation in nursing teaching.MethodsWe conducted face-to-face semi-structured interviews with nursing undergraduates participating in Nursing Research Course which adopts artificial intelligence + project task driven learning from a medical university in Ningxia from September to November 2023, to understand their experience of using artificial intelligence for learning and the emotional changes at different stages. The interview guide included items about their personal experience and feelings of completing project tasks through dialogue with artificial intelligence, and suggestions for course content. Thematic analysis was used to analyze interview data. This study followed the COREQ checklist.ResultsAccording to the interview data, three themes were summarized. Undergraduate nursing students have different experiences in participating in artificial intelligence + project task driven learning at different stages, mainly manifested as diverse emotional experiences under initial knowledge deficiency, the individual growth supported by external forces during the adaptation period, and the expectations and suggestions after the birth of the results in the end period.ConclusionsNursing undergraduates can actively adapt to the integration of artificial intelligence into nursing teaching, dynamically observe students’ learning experience, strengthen positive guidance, and provide support for personalized teaching models, better leveraging the advantages of artificial intelligence participation in teaching.

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.

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.

Supervisors’ experiences of undergraduate nursing students’ learning in clinical practice when applying caring and learning as parallel processes in a caritative caring conceptual learning model (Part 2)

The Model for Improvements in Learning Outcomes (MILO) is theoretically grounded and designed to intertwine didactics, pathophysiology and medicine with specific concepts important for learning. The aim was to describe supervisors' experiences of undergraduate nursing students' learning during clinical practice when using MILO. A qualitative and explorative design was used. Seventeen supervisors, thirteen women and four men from different departments at three hospitals in southern Sweden participated. After using the model, data were collected through four focus group interviews with open unstructured interview questions and analysed using inductive latent content analysis. Twelve subcategories, four generic subcategories and one main category emerged. The students developed a questioning approach and were more reflective, open and compliant. Twosomes enhanced learning. Specific documents generated structure and feelings of participation. The supervisors felt that taking the students' pre-understanding into account and a caring approach in the learning environment were valuable for enhanced learning. The students established a caring relationship with the patients and the patients’ perspective became emphasized. Using MILO, intertwining between the natural and the professional became possible; enhanced learning in nursing skills together with a more caritative caring approach towards the patient was revealed. The need of compassion is discussed.

Introduction to Interdisciplinary Roles in a Nursing Leadership Course: If I Understand You, Then I Know How to Work With You.

Active learning experiences for undergraduate nursing students build upon their understanding of concepts that transfer to new learning skills throughout the curriculum. Faculty implemented a leadership simulation in the classroom focusing on communication skills as a nurse leader to better understand the role of the nurse in the interdisciplinary team. The classroom setting is an ideal platform to teach interdisciplinary collaboration when opportunities do not present in the clinical setting. Scaffolding simulation experiences throughout the curriculum helps bridge the knowledge and skills gap between classroom and clinical experiences.

Undergraduate Nursing Students’ Experience in Studying Evidence-Based Practice by Application of Concept Map

Background: Nowadays nurses should be competent in using knowledge in clinical decision-making for nursing intervention. Therefore, the application of evidence-based practice (EBP) in community healthcare settings is a crucial need that fortifies the quality of the provided services. The governmental policies mandate the application of EBP in healthcare services. The lack of EBP competencies among healthcare professionals including nurses is a barrier for achieving this mandate. Incorporating EBP in nursing curricula combined with interactive teaching strategy such as concept map would overcome this barrier. Aim: The study aimed at providing an overview of the experiences of undergraduate nursing students about studying evidence-based practice by the application of concept map as an educational strategy. Research Design: Qualitative phenomenology study design was used. Setting: The study was carried out at the faculty of nursing, Mansoura University, Egypt during the period from October 2018 until January 2019. Subjects and Sampling: Purposive sampling technique was used to recruit the study participants who were composed of 95 undergraduate nursing students registered at the courses of Community Health Nursing Department. Data collection: Focus group discussion (FGD) was used to collect the required data to achieve the aim of this study. Results: Undergraduate nursing students showed positive views regarding EBP and concept map. They showed interests in studying EBP and applying it in their future career. Nursing students were enthusiastic to use concept map in studying other courses because it helped them in understanding the course content and increased retaining of information. They found the concept map was very helpful in problem-solving. Conclusion and Recommendations: Teaching EBP by using concept map was accepted by undergraduate nursing students. The study recommended the continuity of teaching EBP for undergraduate nursing students and embedding the course of EBP in nursing curricula in post-graduate studies. Concept map would be used in teaching all nursing academic courses.

A Extensão Universitária como estratégia para a Educação em Saúde com um grupo de idosos

Trata-se de um relato de experiência baseado nas vivências de estudantes do curso de graduação em Enfermagem de uma Universidade pública do interior do estado do Ceará, Brasil, com um grupo de idosos de um Centro de Saúde da Família. As ações foram desenvolvidas por meio de abordagens grupais, com a utilização de metodologias ativas. Foram abordados temas relevantes à área do envelhecimento, como: hipertensão, alimentação saudável e prevenção de quedas, quando se adquiriram novos saberes, esclareceram-se dúvidas, em momentos ricos na condução de um grupo intergeracional, significativo para a formação acadêmica, uma ação de grande valia na Atenção Primária para o aprofundamento no estudo das temáticas abordadas. Assim, conclui-se que a realização de grupos de idosos com abordagens didáticas é um excelente meio de empoderar esses idosos sobre temas do seu cotidiano, e sobre a promoção à saúde, afastando-se do foco meramente clínico da saúde, e fazendo-se uso de outros meios de cuidado, ao enxergar o indivíduo em seu aspecto singular, biopsicossocial e espiritual.

Undergraduate nursing students' experience of clinical supervision.

BackgroundClinical supervision plays a major role in the undergraduate nursing programme. There have been some local studies addressing clinical supervision; however, there still remains a lack of knowledge and understanding how to improve quality supervision of undergraduate nursing students. This article is based on the authors’ original thesis.ObjectivesThe objective of the study was to explore the experiences of undergraduate nursing students on clinical supervision.MethodA descriptive design with a qualitative approach using focus group interviews was used to explore the experiences of undergraduate nursing students regarding clinical supervision. Purposive sampling was used for selection of 36 participants. The participants needed to be enrolled at the institution under study, at the time of the study, as undergraduate nursing students in order to meet the inclusion criteria. The participants also needed to have worked at clinical facilities where they received clinical supervision. Nine (n = 9) students were purposively selected from each year level to participate in focus group interviews. The interviews were analysed using content analysis.ResultsThe findings indicated both positive and negative experiences regarding clinical supervision. The results were tabulated in which the positive experiences were grouped together and were separated from the negative experiences of the undergraduate students. Positive experiences included the support that was received from supervisors. These were, however, overshadowed by many comments on negative experiences concerning the behaviour and competencies of the supervisors. The findings also confirmed that the students experienced differences in the clinical procedures demonstrated by various supervisors. Negative experiences that relate to abusive behaviour such as misuse of power were also found, as well the incongruence amongst clinical supervisors regarding clinical procedures. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses.ConclusionThe study findings suggest a need for continuous professional development for clinical supervisors by means of in-service training as well as to maintain congruence by clinical supervisors when demonstrating clinical procedures.

The Lived Experiences of Undergraduate Nursing Students Learning Drug Dosage Calculation

Background: Competence in dosage calculation represents a challenge that seems to be almost insurmountable for nurses as well as nursing students. The lived experiences of nursing students in the context of learning medication dosage calculation have not been explored for description and interpretation. Aim of The Study: The purpose of this study was to gain more insight about undergraduate nursing students’ lived experiences in learning medication dosage calculation. Methods: A purposive sample was selected to investigate the following question: What are they lived experiences of undergraduate nursing students studying medication dosage calculation? Data were collected through face-to-face semi-structured interviews, which the researcher transcribed verbatim, and the participants reviewed for validation. The combined interpretive and descriptive method of van Manen guided the characteristics of the thematic data analysis conducted to determine the findings. Results: The related themes of signifying, repeating, analyzing, verifying, maintaining consistency are tied to the overarching theme of assuring safety, which emerged as the essence of the participants’ lived world of learning drug dosage calculation. Conclusions: This study contributed, to some extent, to filling the empirical gap identified in the literature review. These participants gave rich, in-depth accounts of how they embodied drug dosage calculation to attain competence that they need to administer correct dosage of medications to their patients.

A qualitative study of undergraduate nursing students toward effective teaching behaviors

Objective To explore the experience of undergraduate nursing students toward effective teaching behaviors of their teachers and provide evidence for improving teaching quality in clinical nursing. Methods A total of 13 baccalaureate nursing students were selected and interviewed using purposive sampling between September and October in 2015. Data were analyzed with phenomenological approach. Results Four themes were extracted: teacher-student relationship, role model, teaching methods and scholarly accomplishment. Conclusions Teachers should build harmonious teacher-student relationship, guide nursing students based on role model, pay attention to information technology in clinical teaching and construct meaningful study. Key words: Clinical nursing teacher; Nursing major; Undergraduate education; Teaching behavior; Qualitative study

Study on the learning experience of undergraduate nursing students participating in the course of the general situation of foreign nursing

Objective To understand the true feelings of the undergraduate nursing students after taking the elective course of the general situation of foreign nursing and provide reference for nursing higher education reform further. Methods The phenomenological qualitative research method was used and face to face in-depth interview was taken on 10 sophomore and 6 junior undergraduates about their feelings after taking the course of the general situation of foreign nursing. The interview data were sorted, analyzed and refined. Results The general situation of foreign nursing had aroused the yearning of nursing students on multinational nursing, deepen the cognition of nursing students on nursing specialty and also promoted the nursing students' perception of humanistic spirit. Conclusions The narrative educational which the teachers used in this course improves the professional cognition of nursing students. Situational case analysis is helpful to cultivate cultural sensitivity of students. The assessment method, personal reflection report & group cooperation, helps strengthen nursing students to rethink their own professional faith. Key words: Curriculum; Nursing care; Higher education; Learning; Interview

Moving Toward Reconciliation: Community Engagement in Nursing Education

The integration of community engagement learning experiences in nursing education promotes a commitment to social responsibility and service. A nursing department implemented learning experiences for undergraduate nursing students across five semesters in churches, schools, and community agencies. Focus group data and selected stories from undergraduate and graduate nursing students, nursing faculty, and community partners provided lessons for establishing effective academic-community partnerships. Lessons learned included: 1) time and academic expectations are constraints, 2) being in the community requires flexibility, 3) working side by side develops relationships, 4) the community teaches faculty and students, and 5) the learning curve needs to be recognized. The lessons learned provide guidelines for nursing faculty and community partners in creating and sustaining partnerships that contribute to educating nurses for practice in a diverse society.

The influence of friends on smoking commencement and cessation in undergraduate nursing students: a survey.

Smoking is one of the leading causes of morbidity and mortality in most countries. Despite the fact that nurses have an important role in health promotion, and are in a good position to see and reflect on the detrimental effects of tobacco smoking, research has shown that the rate of smoking among nurses is similar to the rest of the population. The objective of this study was to examine the attitudes and experiences of undergraduate nursing students in relation to smoking commencement and cessation. It was part of a larger study that explored students smoking behaviours, knowledge and attitudes. A non-probability sample of 366 undergraduate nursing students from a large Australian school of nursing and midwifery took part in the study. The participants completed the Smoking and Health Promotion instrument. Ethics approval was obtained prior to the commencement of the study. Peers and friends were an important influence on the decision to commence smoking. The wish to comply with peer norms was especially prominent in mid-adolescence. Most smokers wanted to cease smoking, and many had tried unsuccessfully to stop on one or more occasions. They conceded that the pleasure they obtained from smoking and the effects of stress acted as barriers to stopping. The participants acknowledged the adverse health effects of smoking and some had already experienced these effects, but neither of these was enough to prompt them to cease. Undergraduate nursing curricula need to place greater emphasis on examining smoking related illnesses, as well as health promotion and role modelling in particular. Health promotion strategies that target peers are needed as an alternative to programmes that use fear or appeals to moral authority to prevent individuals from commencing smoking or encouraging cessation.

Group mentoring: A story of transition for undergraduate baccalaureate nursing students

Group mentoring has been endorsed as an effective method of supporting novice professionals across disciplines. In one university, faculty revised the undergraduate nursing curriculum to include a group mentoring course as a requirement of students during the four semesters they are enrolled in the nursing program. The purpose of this study was to explore the lived experience of undergraduate nursing students participating in a group mentoring course. This study used a hermeneutic interpretive phenomenological method. Data were collected from 22 undergraduate nursing students enrolled in group mentoring courses at a private Midwestern university in the United States. At the end of each semester of mentoring, students provided written responses to five open-ended questions about their experiences of participating in the mentoring courses. Four themes emerged: conversation, communication, connection, and cohesion. Group mentoring was an effective way to support nursing students as they transitioned from undergraduate student to novice professional nurse.

A systematic review of the experiences of undergraduate nursing students choosing to study at an English speaking university outside their homeland.

Increasingly overseas students are attending university nursing programs in English-speaking countries to gain additional tertiary qualifications that may not be available in their homeland and also to fill the international nursing shortfall. For these students, some common issues identified and affirmed in qualitative research papers include loneliness, discriminatory experiences, developing communication, and academic skills. This systematic review will help identify and synthesise current issues through exploring the existing literature, giving an insight into the lives of international nursing students. Given the large and increasing number of these students, it is important to acknowledge and improve learning and other outcomes for them. The objective of this systematic review was to determine the best available evidence in relation to the experiences of undergraduate nursing students choosing to study at an English speaking university outside their homeland. This review sought high quality studies aimed at exploring the experience of undergraduate nursing students studying outside their homeland at an English speaking university. Both qualitative research studies and opinion-based text were considered for this review. An extensive search of the literature was conducted to identify research studies published between January 1990 and April 2011 in English and indexed in 37 major databases. All included articles were assessed independently by two reviewers (RT and SP), using the appropriate critical appraisal tool from the Joanna Briggs Institute. Data were extracted from included papers using appropriate standardised data extraction tools developed by the Joanna Briggs Institute. Data from qualitative studies and textual and opinion papers were meta-synthesised separately using standardised instruments. Data synthesis of all included studies involved the pooling of findings and then grouping into categories on a basis of similarity of meaning. The categories were further aggregated into a set of statements representing synthesised findings as a coherent whole. A total of 19 studies were identified as of high quality and meeting the inclusion criteria. From these studies, 254 findings were extracted which were grouped into 13 categories and further aggregated into four synthesised findings. The four major areas identified in this review in relation to the experiences of undergraduate nursing students studying outside their homeland at an English-speaking university include the need for support and encouragement, valuing and respecting difference, and the desire to succeed despite challenges and inclusion. Recognising the unique needs of international nursing students, in the clinical, academic and social context, is critical to improve the experiences of this student cohort. Educational and support strategies and programs are needed to respond to these needs. The implications for research are substantial. Given the outcomes of this review, action and evaluative research is needed to explore, implement and evaluate support strategies for students from non-English speaking backgrounds studying nursing. Research in the areas of curriculum development, supporting students' clinical experiences, and university social and academic support programs is recommended.

Promoting mental health nursing: Employing undergraduate nursing students as assistants in mental health

The difficulty in attracting graduates of nursing programmes into mental health nursing (MHN) remains an ongoing challenge. Moreover, it is frequently claimed that undergraduate nursing students do not always regard MHN favourably for future employment. Although undergraduate nurses are employed as assistants in nursing (AIN) in mental health settings, there is no published research exploring their role, the career trajectory into MHN, or its effectiveness as a recruitment strategy. In this paper, we draw on the literature to delineate factors that might contribute to the desire of AIN to work in MHN. Nine factors were identified: acceptance by nurses, fitting in with the culture, managing the workload, developing a realistic appraisal of the effectiveness and limits of psychiatry, constructive learning from direct interpersonal interactions with clients, practising communication skills, being supported in a structured way, working with positive role models, and the overall quality of the employment setting. A comprehensive understanding of these factors can enhance the experience of undergraduate nursing students working as AIN, and potentially increase recruitment into MHN.

Unveiling the significance of initial clinical experiences of undergraduate nursing students

This phenomenological study intended to understand the meaning of coming to be a nursing student, during the first clinical trial in a hospital, exploring such experience from the student's perspective. The study sample was comprised of 17 undergraduate nursing students which revealed through their narratives the experience of a reality shock due to precarious work conditions, permeated by feelings such as sorrow for the patients, fear and insecurity, leading to a desire to escape, resulting in divergent experiences, qualified as horrible for some and pleasant for others, whereas the role of the supervisor appears as supportive. The authors consider that this study can contribute to further reflection and possible intervention on part of nursing instructors, as well as to foster a more authentic relationship between student and teacher.