Perceptions Of Clinical Experience Research Articles

Perceptions of Clinical Experience and Scientific Evidence in Medical Decision Making: A Survey of a Stratified Random Sample of Swedish Health Care Professionals.

Evidence-based medicine recognizes that clinical expertise gained through experience is essential to good medical practice. However, it is not known what beliefs clinicians hold about how personal clinical experience and scientific knowledge contribute to their clinical decision making and how those beliefs vary between professions, which themselves vary along relevant characteristics, such as their evidence base. We investigate how years in the profession influence health care professionals' beliefs about science and their clinical experience through surveys administered to random samples of Swedish physicians, nurses, occupational therapists, dentists, and dental hygienists. The sampling frame was each profession's most recent occupational registry. Participants (N = 1,627, 46% response rate) viewed science as more important for decision making, more certain, and more systematic than experience. Differences among the professions were greatest for systematicity, where physicians saw the largest gap between the 2 types of knowledge across all levels of professional experience. The effect of years in the profession varied; it had little effect on assessments of importance across all professions but otherwise tended to decrease the difference between assessments of science and experience. Physicians placed the greatest emphasis on science over clinical experience among the 5 professions surveyed. Health care professions appear to share some attitudes toward professional knowledge, despite the variation in the age of the professions and the scientific knowledge base available to practitioners. Training and policy making about clinical decision making might improve by accounting for the ways in which knowledge is understood across the professions. Study participants, representing 5 health care professions-medicine, nursing, occupational therapy, dentistry, and dental hygiene-viewed science as more important for decision making, more certain, and more systematic than their personal clinical experience.Of all the professions represented in the study, physicians saw the greatest differences between the 2 types of knowledge.The effect of years of professional experience varied but tended to be small, attenuating the differences seen between science and clinical experience.

Influence of “RAP” experiences on nursing students' career choices in aging: A qualitative exploration

BackgroundHealthcare professions are ever challenged to meet the demands of a global aging society. Educators across the helping professions continuously explore ways to motivate students' interest in caring for older adults. Given new undergraduate nursing curriculum changes, increased demand for creative outpatient educational opportunities for clinical gerontological experiences has put tremendous urgency on all healthcare stakeholders. ObjectiveTo analyze students' perceptions of clinical experiences at the Robust Aging Program clinic, a community wellness outpatient senior center. DesignQualitative study using semi-structured interviews, exploring students' perspectives on whether they would consider gerontology/geriatrics-related careers. SettingUniversity extension senior clinic, serving Osher Lifelong Learning Center members who attend the Robust Aging Program, a School of Nursing community service. MethodIRB-approved semi-structured interviews were conducted by phone and Zoom within a year of clinic experience. Preset questions centered on students' clinic experiences. Trained research assistants working under the guidance of a qualitative researcher collected and analyzed and categorized common and emergent themes. Participants13 undergraduate nursing students who volunteered in the clinic in current or previous semesters. Students were about to graduate or new alumni; working nurses came from different specialties, including pediatrics. ResultsClinical immersion in a nurse-led senior wellness clinic that entailed close interactions with robustly aging adults increased students' knowledge and skills and their willingness to work with the aged. Mentorship was noted as a key emergent theme. ConclusionsExposure to community outpatient clinical experiences can spark interest in working with older adults. This is especially true of advanced practice nurse-led wellness clinics where students receive mentorship and are empowered to exercise holistic care. Further research is needed to determine educators', clinicians', and administrators' roles in sustaining students' interest in gerontology-related careers.

Undergraduate nursing students' attitudes towards incarcerated persons and their perceptions of clinical experiences.

In 2019, an estimated 6.3 million persons were under the supervision of the United States adult correctional systems and one in 40 adult persons were under correctional supervision. At year-end of 2019, nearly seven in ten persons under correctional supervision were supervised in the community. A nurse's attitudes and beliefs about incarcerated persons may influence their behavior. The purpose of this study was to examine nursing student's attitudes towards incarcerated persons and their perceptions of a clinical experience at a correctional facility. Data from 137 nursing students were collected through a cross-sectional, electronic survey. The Attitude Towards Prisoners Scale (Melvin et al., 1985) was used. A post hoc analysis of perceptions of their clinical experience at a correctional facility was explored. The mean scores of 93 and 94 (potential range of scores 0 to 144) suggest positive attitudes towards incarcerated persons exist, yet few nursing students report an interest in correctional nursing as a career. Although few (n=5) students had a correctional nursing clinical experience, most perceived it as an effective clinical learning setting. With high rates of incarceration, the researchers recommend that baccalaureate nursing programs include educational teaching strategies that focus on incarceration, incarceration stigma, and explore clinical learning experiences.

Part I: Perceptions of clinical experience in the veterinary teaching hospital: Views of students, staff, house officers, and faculty in veterinary medicine clinical education

Background: The clinical portion of the education of health professionals occurs through the combined efforts of staff, interns, residents, and faculty in the teaching hospital. Exposure to the clinical environment is an essential element in shaping the emerging medical professional's development as a competent practitioner for their 1st day of independent practice. Although high value is placed on clinical education by students and educators alike, the expectations of what educational activities will occur, and the value of each to professional development varies. Thus, this study sought to explore the perceptions of students, faculty, and staff in clinical veterinary medical education regarding their expectations about what students would experience during clinical training and how important those experiences are believed to be. Methods: This study utilized survey research methods. Results: The results reveal a complex picture of competing expectations and experiences that differ based on the status of the respondent as a student, veterinary technician, resident, or clinical faculty. Conclusion: Varied perspectives speak to the complexities of clinical education in the authentic environment of the hospital.

Nursing Students' Perceptions of Clinical Experience

Senior nursing students were interviewed in this study to better understand the clinical learning experience from the students' point of view. Results of the study revealed that the nursing students were indeed learning in their clinical experience. The major categories of learning were classified as nursing skills, time management, and professional socialization. The quality of learning was reportedly affected by the quality of the student's preparation, characteristics of the instructor, and the variety of clinical opportunities to which students were exposed. The data also reflected a pattern of student development which was separated into three stages. The first stage was permeated with anxiety and obsession with the rules of task performance. The second stage was a difficult transition period where students struggled with identifying the roles of nurses. During the final stage, the students become more comfortable with performing nursing tasks and become interested in expanding their role and becoming more independent. As the students strived for independence, they identified more closely with staff nurses and withdrew from instructors.