Experiences Of Nursing Students Research Articles

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.].

A qualitative study of phenomenology of perspectives of student nurses: experience of death in clinical practice

AimTo describe the experiences of student nurses in confronting the death of their patients, and to understand how they cope with these events and to what extent there are unmet needs that can be addressed in their trainings.MethodsSemi-structured interview method was used to collect data from Chinese nursing students and then Colaizzi’s seven-step analysis method was applied to identify recurrent themes in their responses to patient deaths. We listened the tape repeatedly combined with observations of their non-verbal behaviors, then transcribed them with emotional resonance, and entered them into Nvivo. After that, we extracted repeated and significant statements from the transcriptions, coded, then clustered codes into sub-themes and themes which were identified by the comparation with transcriptions and re-confirmation with our participants.ResultsAfter confirmation from the interviewees, five themes emerged: emotional experience, challenge, growth, coping and support.

The Experiences of Nursing Students While Caring for Patients at Risk for Suicide: A Descriptive Phenomenology.

Nurses have many opportunities to screen patients and intervene to prevent patient suicide. This study used Moustakas’ transcendental descriptive phenomenology method to generate a description of the experiences of student nurses while caring for patients at risk for suicide. Fourteen bachelor of science in nursing graduates with experience in caring for suicidal patients were recruited from two universities and interviewed once. Interviews were transcribed and analyzed, and five themes were identified. In nursing education, greater and earlier emphasis on suicide prevention and crisis intervention may help prepare nurses for their vital role. These findings have implications for nursing education, nursing practice, and patient health outcomes.

Mixed Methods Study Integration: Nursing student experiences and opinions of intentional rounding.

To explore pre-registration nursing students' understandings and experience of intentional rounding in education and clinical sectors. Intentional rounding is a patient safety intervention used in clinical settings to regularly check and document patients' welfare and environment throughout the course of a shift. An explanatory sequential mixed methods design using convenience sampling was used for this study, with an underlying pragmatic paradigm. Integration occurred in the design, methods, implementation and reporting phases of the study. Data were collected between August 2017 and August 2018 using a previously validated Nursing Perceptions of Patient Rounding quantitative online survey followed by individual qualitative interviews using the same cohort. Using the Pillar Integration Process, this paper displays and discusses the final results. The integration and mixing throughout the study generated insights into the perceived benefits of intentional rounding for nursing students and patients but also indicated a theory-practice gap that affects nursing students' confidence in undertaking this intervention. Students find this patient safety intervention helpful, but further clarity in the education surrounding it is required. This study addresses pre-registration nursing students' understanding and perceptions of intentional rounding. Intentional rounding benefits nursing students as a patient safety strategy and organization tool. Educational opportunities around the topic could be enhanced, reducing the ongoing theory-practice gap. Clinicians, academics and educators who support pre-registration nursing students in clinical and tertiary education settings can benefit from this work.

Exploring the experiences of student mental health nurses from ethnic minority backgrounds working through the COVID-19 pandemic: a phenomenological approach

Background/aims The COVID-19 pandemic has impacted individuals from ethnic minority backgrounds more than any other group. The purpose of this study was to explore the experience of mental health students from ethnic minorities who worked during the COVID-19 pandemic in a mental health NHS trust. Methods This study used phenomenology as the theoretical framework and thematic analysis as a method for data analysis. Data were collected through semi-structured interviews with 12 student mental health nurses, which were held via Microsoft Teams. Results The four themes that emerged from this study were altruism, a sense of connectedness, support and learning opportunities, and role clarity. Students described a sense of altruism while deciding to opt-in to the extended placement. Some also found their faith to be a source of support and resilience, which provided a sense of connectedness. Support was an essential element that emerged in this study where students could rely on both the university and the mental health NHS trust. The learning opportunities that COVID-19 has presented have helped bridge the gap between the physical and mental wellbeing of patients; however, a lack of clarity in their roles was highlighted. Conclusions Adequate and appropriate policies and guidance to support student nurses are needed when working in crisis situations.

Nursing Students Experiences of Nurse’s Tae-oom during Clinical Practice

목적 본 연구는 임상실습 중 간호사 태움을 경험한 간호대학생의 주관적인 경험의미를 심층적으로 분석하고자 하는데 그 목적이 있다. 방법 연구방법은 경험에 대한 심층적 의미를 이끌어내기 위한 질적연구이다. 연구 참여자는 임상실습을 마친 일개 대학 간호학과 4학년 간호대학생 14명이다. 임상실습 중 간호사 태움 경험에 대해 반구조화된 질문지를 이용하여 1:1 면담을 통하여 실시되었다. 연구 전 모두 사전 동의서를 받았으며, 대상자 모집은 참여자를 통한 눈덩이표출법을 이용하였다. 자료분석은 Graneheim & Lundman(2004)의 질적 내용분석 방법을 이용하였다. 결과 연구결과 127개의 의미있는 진술문을 통하여 11개의 하위범주, 4개의 중심범주가 도출되었다. 중심범주는 <존중되어야 하는 가르침>, <교육이라는 명분의 폭력>, <그래도 가야하는 간호사의 길>, <변화가 필요한 간호조직> 4개이다. 결론 본 연구를 통하여 임상실습 지도 집담회 시간을 통하여 간호사 태움에 대한 사례별 논의 및 이해에 대한 지도가 함께 이루어져야할 것이다. 또한 간호대학생이 임상실습 중 경험하는 태움 스트레스에 대해 임상실습 적응을 높일 수 있는 체계적인 프로그램 개발이 필요하다.

Online Learning Methods during COVID-19 Pandemic: On an Indonesian Nursing Student Experience

BACKGROUND: The policy of limiting community activities during the COVID-19 pandemic affects the learning process. The expectation of the online learning methods is a stressor for the students. For this reason, it is necessary to explore the experiences of the students during online learning. AIM: The purpose of this study was to explore the experiences, especially hopes and needs of the students, while undergoing online learning during the COVID-19 pandemic. METHODS: This study applied a qualitative approach with a phenomenological design. The participants involved were six health students from the Faculty of Health Sciences in Yogyakarta, Indonesia. They were recruited using a purposive sampling technique. Data were collected through online interview. The data were then analyzed using the Colaizzi technique. RESULTS: The results illustrated that there are two themes of the students’ expectations during the learning, including the expectations of the learning process and the expectations of the lecturers. There are two themes for the students’ needs during the online learning, namely, family support and internet network support. The students expect that the learning process is carried out with a combination of learning methods and the lecturers to understand the problems faced by students. CONCLUSION: The students need the support of a good internet network and family support so that they can participate in the online learning well.

Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic.

IntroductionWith the emergence of the COVID-19 pandemic, universities immediately responded to protect students’ lives by implementing e-learning in order to stop the spread of the communicable disease within the academic population. This study aimed to describe iranian nursing students’ experiences of e-learning during the COVID-19 pandemic.Materials and methodsThe current study used a qualitative descriptive study. Ten nursing undergraduate students from a single Iranian university identified using purposive sampling methods. Face-to-face semi-structured interview conducted from May to July 2021 and analyzed through thematic analysis. Lincoln and Goba criteria were used to obtain data validity and reliability.ResultsFour themes emerged including"novelty of e-learning","advantages of e-learning", "disadvantages of e-learning"and"passage of time and the desire to return to face education". Participants evaluated e-learning as a novel method without proper infrastructure, it was initially confusing but became the new normal as their knowledge of the way to use it improved. Advantages included self-centered flexible learning and reduction in their concerns experienced with face-to-face learning. Disadvantages including changing the way they interact with teachers, decreasing interactions with classmates, problems with education files, superficial learning, hardware problems, family members’ perceptions of the student role, interference of home affairs with e-learning, cheating on exams and assignments and being far away from the clinical context.ConclusionThe findings revealed that e-learning has been introduced as a new method for the current research participants and despite the perceived benefits, these students believed that e-learning could supplement face education but not replace it.

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 &amp; 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 &amp; 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.