Students In Clinical Training Research Articles

Nursing preceptors’ attitudes towards the applicability of the five-minute-preceptor-model in practical nursing education: A qualitative descriptive study

Objective: The “Five-Minute-Preceptor Model” (5MP) is a teaching method that is especially useful for teaching students in clinical training and strengthens the clinical reasoning skills of nursing students. Despite its acclaimed utility in clinical environments, there is a notable paucity of research on this model, particularly from the standpoint of nurse preceptors. Therefore, the study aimed to investigate the views of the nurse preceptors towards the applicability of the 5MP in precepting nursing students.Methods: Adopting a qualitative descriptive design, this study involved 15 problem-centered interviews conducted in February 2022. The participants were nurse preceptors employed at a hospital in Southern Austria. Interviews were audio-recorded, transcribed verbatim, and analyzed. Data analysis was performed through qualitative content analysis following Kuckartz's methodology.Results: The qualitative content analysis yielded five main categories, further delineated into 14 sub-categories. Nurse preceptors generally had a positive attitude towards the applicability of the teaching method. They expressed it as practicable, supportive, and enhancing for their preceptorship. However, the universal application in every nursing setting and situation as well as the applicability in lower training levels was questioned by the nurse preceptors.Conclusions: The findings suggest that the 5MP is a viable teaching method for precepting nursing students. While some limitations in its adaptability to diverse settings and situations were identified, several participants noted the method's inherent flexibility for customization. Further research is required to extensively evaluate its effectiveness across varied nursing environments.

Optometry student clinical practice at public health facilities: A systematic review.

Clinical training, supervision and practice are the most important aspects of health profession education, including optometry. Institutions implore various methods for students to gain access, exposure and experience in different clinical environments, away from their normal academic settings. This review aimed to investigate studies and related documentary evidence to determine existing standards and methods for educational institutions in conducting optometry clinical training at the external sites. The electronic databases - ProQuest One, Scopus, EBSCOhost, Sabinet, Science Direct and Google Scholar - were searched systematically for studies on the implementation of workplace clinical training of undergraduate optometry students. The study followed the Joanna Briggs Institute (JBI) systematic review methodology and a systematic search of various electronic databases was conducted for studies on implementation of workplace clinical training. Of the 450 full-text studies searched, 13 studies were found to be reputable sources of evidence and were included in this systematic review. Four themes relating to student clinical training emerged, namely, clinical training approaches implemented, expected minimum standards at the training sites, clinical training environment wherein students and supervisors find themselves and clinical competence of the supervisors and students. They encompass important factors to consider in the planning and provision of quality, efficient and effective student clinical supervision at the external training facilities. There is a dearth of scholarly studies to guide clinical training of optometry training within the public health sector. However, more studies are undertaken in other health disciplines, and they provide generic guidelines, which can be adapted for optometry. The article highlights the need for further studies in optometry student clinical training, focussing on programme designs and standardisation of clinical training in multi-institutional, low-income contexts.

SARS-CoV-2 Exposure and Seroprevalence of SARS-CoV-2 Antibodies among Medical Students in the First Phase of the Pandemic 2020-2021

Due to their clinical training and secondary activities in the hospital, medical students are exposed to contact with SARS-CoV-2 infected people more often than the general population. We determined the seroprevalence of SARS-CoV-2 antibodies in medical students in clinical training at different times during the pandemic and asked participants about possible SARS-CoV-2 exposures in both medical and private settings. From May 2020 to June 2021, medical students each in their 3rd year of training at the University Hospital Würzburg participated in the cross-sectional survey. All SARS-CoV-2 unvaccinated students were offered a determination of their SARS-CoV-2 serostatus. The blood samples were tested by an immunoassay (Elecsys, Roche) for IgG/IgM/IgA antibodies against the SARS-CoV-2 N antigen. Demographic data, SARS-CoV-2 disease and vaccination status, as well as possible SARS-CoV-2 exposures were collected using a questionnaire. Overall, 383 (86.1%) of 445 students took part in the cross-sectional survey (65% female; median age 22 years; IQR 21-24). Serostatus was determined in 223 (58.2% of 383) SARS-CoV-2 unvaccinated participants. In the period between the beginning of the pandemic in Germany (February 2020) and the time of the survey, 332 (86.7% of 383) students stated that they worked in the medical field, mainly in the context of clinical traineeships (76.8%) or secondary activities with patient contact (48.8%); 129 (33.7%) reported previous contact with a COVID-19 patient, of which 78.3% of contacts took place at a medical facility. Antibodies against SARS-CoV-2 were detected in 8 (3.6%) of the 223 unvaccinated participants tested, and in 3 infected persons an association between infection and contact in the course of medical activity seemed likely. Despite frequent patient contact and the associated increased risk of infection, medical students in their 3rd year of training did not show an increased seroprevalence compared to the general population and showed a lower or similar seroprevalence rate than medical students in other European countries in the first 18 months of the pandemic. This indicates sufficient protection of medical students at the beginning of clinical training through the hygiene and infection protection measures implemented at that time during medical activities.

Assessment of clinical competence of graduating medical students and associated factors in Ethiopia

BackgroundEthiopia has scaled up medical education to improve access to healthcare which presented challenges to maintaining training quality. We conducted a study to assess the clinical competence of graduating medical students and the associated factors.Methods and materialsA pretest assessment of a quasi-experimental study was conducted in 10 medical schools with a sample size of 240 students. We randomly selected 24 students per school. Clinical competence was assessed in a 12-station objective structured clinical examination. The clinical learning environment (CLE), simulation training, and practice exposure were self-rated. Mean scores for clinical competence, and satisfaction in the CLE and simulation training were calculated. Proportions of students with practice exposure, and who agreed on CLE and simulation items were done. Independent t-tests were used to look at competence differences among subgroups. Bivariate and multiple linear regression models were fitted for the outcome variable: competence score. A 95% statistical confidence interval and p-value < 0.05 were used for making statistical decisions. A 75% cut-off score was used to compare competence scores.ResultsGraduating medical students had a mean competence score of 72%. Low scores were reported in performing manual vacuum aspiration (62%), lumbar puncture (64%), and managing childbirth (66%). Female students (73%) had a significantly higher competence score than males (70%). Higher cumulative grade point average (CGPA), positive appraisal of the CLE, and conducting more clinical procedures were associated with greater competence scores. Nearly half of the students were not satisfied with the clinical practice particularly due to the large student number and issues affecting the performance assessment. About two-thirds of the students were not satisfied with the sufficiency of models and equipment, and the quality of feedback during simulation training. Nearly one-third of the students never performed lumbar puncture, manual vacuum aspiration, and venipuncture.ConclusionsMedical students had suboptimal clinical competence. A better clinical learning environment, higher cumulative GPA, and more practice exposure are associated with higher scores. There is a need to improve student clinical practice and simulation training. Strengthening school accreditation and graduates’ licensing examinations is also a way forward.

Physical examination and health assessment by nursing students in clinical training

Physical examination and health assessment by nursing students in clinical training

Peer Feedback: Model for the Assessment and Development of Metacognitive Competences in Nursing Students in Clinical Training

Peer feedback serves as a pedagogical methodology that actively engages students throughout their academic journey. Developing metacognitive competences of students in a clinical training context motivates student’s engagement and active participation in the learning and assessment processes as added value for academic success. It is particularly effective in fostering competences that are crucial for future professional practice. This study introduces the design and development of a peer feedback model tailored for the assessment and development of metacognitive competences among nursing students undergoing clinical training, named PEERFEED-EClínico 1.0. The research employs a constructivist case study approach using a multi-method design comprising two stages: Stage 1 (S1) involves development and modeling, conducted through the first and second cycles of participatory action research (PAR); Stage 2 (S2) focuses on validity and feasibility, employing a quasi-experimental study (before and after) to validate the model’s requirements, receptivity, and potential compliance among teachers and students. Data were collected from 2018 to 2021 and involved 163 nursing students and 24 teachers/supervisors enrolled in curricular units related to clinical training during the 3rd and 4th years of their undergraduate nursing degrees. The findings highlight the PEERFEED-EClínico 1.0 model, which features four levels of implementation. The model emphasizes self-knowledge, self-reflection, and self-regulation along with communication, interpersonal relationships, and teamwork, all of which are deemed essential for students’ future professional practice. The peer feedback model promotes a centered student approach, allows the alignment of pedagogical methodologies with international frameworks of quality assurance in higher education, and contributes significantly to nursing education and science knowledge.

A study on measure of resilience and impact of demanding clinical training on young medical professional's burnout in a tertiary care hospital, Andhra Pradesh

BACKGROUND: The psychological state of medical students gaining concern on the part of medical institutions in several countries. Numerous studies are being conducted to study stress, burnout, and depression in medical students in India and globally. However, little is known about medical student resilience, particularly in India. The objectives of this study were to study the resilience, self-perceptions of stress coping skills, and burnout among medical students in clinical training in a tertiary care health center, to study factors associated with resilience among medical students in clinical training in a tertiary care health center and to study the relationship between resilience and self-perceptions of stress coping skills and symptoms of burnout. MATERIALS AND METHODS: This cross-sectional study was conducted in a tertiary healthcare hospital in district Guntur, Andhra Pradesh from November 2020 to December 2020, among 186 adult male and female medical students, aged more than 20 years, enrolled in the regular degree course and part of patient care or at least last three months. Participants were randomly selected and a structured questionnaire with Connor Davidson Resilience Scale 10 was used for interviewing. Descriptive and inferential statistics were conducted to measure associations between outcome and explanatory variables. We used multiple linear regression to examine the association between dependent and independent variables. A P value less than. 05 was considered significant. RESULTS: In the present study, 109 (58.0%) were females. The mean age of the study participants was 25.4 years (standard deviation 2.78). The mean score resilience score of the study participants using Connor Davidson Resilience Scale 10 was 25.1 (standard deviation 7.97). Of the total 44 (23.7%) of the study, participants reported the presence of burnout. A significant positive correlation was between resilience and self-perceptions of stress-coping skills with a Pearson Correlation coefficient of 0.393. Among the study participants, the mean resilience score was higher among those not having any symptoms of burnout. In the hierarchical stepwise multiple linear regression analysis, male gender (P value = .014), financial independence (P value = .044), and absence of burnout symptoms (P value = .004) were significantly associated with higher resilience scores. Psychiatric medicine usage was significantly associated with a lower resilience score with P &lt; .05. CONCLUSION: Our study samples had higher resilience and lower burnout prevalence compared to the West. The stressful clinical event experienced by medical students demands training and innovative strategies to foster communication and teamwork skills among medical teams.

CN91 Mentors' roles and responsibilities expected by nursing students in clinical training at the institute of oncology Ljubljana, Slovenia

CN91 Mentors' roles and responsibilities expected by nursing students in clinical training at the institute of oncology Ljubljana, Slovenia

A narrative analysis of clerkship reflections: Medical student identity development in a changing world.

Medical students' written reflections on their clinical experiences can be a useful tool for processing complex aspects of development as physicians. To create educational programs that scaffold adaptive professional identity development, it is essential to understand how medical students develop as professionals and process the dynamic sociocultural experiences of the current moment. To explore the developing professional consciousness of medical students through clerkship reflections. Narrative analysis of written reflections are produced by clerkship students, who were asked to tell a story that resonated with the physician's relationship with patient, self and colleagues. Two independent readers applied inductive labels to generate a homogenous codebook, which was used to generate themes that were then used to construct a conceptual model. Four themes were identified in the data that describe relationships between medical students' developing professional identities and the norms of their future professional and personal communities. These included: medical students as outsiders, conflict between the student identifying with the patient versus the healthcare team, medical students' own value judgements and, finally, the changing societal mores as they relate to social and racial injustice. The conceptual model for this experience depicts the medical student as pulled between patients and the social context on one side and the professional context of the medical centre on the other. Students long to move towards identification with the healthcare team, but reject the extremes of medical culture that they view on conflict with social and racial justice. Medical students in clinical training identify strongly with both patients and the medical team. Rather than viewing professional identity development as a longitudinal journey from one extreme to another, students have the power to call attention to entrenched problems within medical culture and increase empathy for patients by retaining their strong identification with the important issues of this time.

Theory-Practice Gap in Nursing Education at Arab American University

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students’ theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students’ abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.

Disturbances of nursing students in internship during emerging disease COVID-19 pandemic: A qualitative study.

The aim of the study was to examine the experiences of nursing students in internship during the COVID-19 pandemic. A qualitative study. Purposeful sampling was conducted among undergraduate nursing students at Tabriz School of Nursing in November 2021. Students participated in 14 in-depth open-ended interviews and stated their experiences and opinions on internships during the COVID epidemic until full data saturation. Data analysis was performed using the conventional content analysis method. This study followed the Standards for Reporting Qualitative Research (SRQR) checklist. Findings were extracted and classified into five main categories, including a lack of facilities and equipment, psychological disturbances, physical risk, disturbances in education and learning activities and movement to continue clinical learning in the situation. Nursing students in clinical training during the COVID epidemic have experienced physical and mental health issues, as well as educational challenges. During an infectious disease epidemic period, education administrators should adopt appropriate strategies to protect students' health and facilitate their educational and learning activities.

Developing a Self-Instruction Tool for Respectful Care in Healthcare: Design and Validation Process

Respectful care is a relationship between professionals and patients based on deep respect and assessment of the person's dignity. Describe the design and validation process of the auto-instruction tool for Respectful Care in healthcare. A mixed methods study based on the content analysis proposed by Kyngäs was conducted with a sample of clinical teachers and undergraduate students, a systematic review ofscientific literature, and the consensus and opinion of national experts in health education. The data were obtained through focus groups and surveys. A Respectful Care self-instruction tool was built by three instruments: a) assessment guideline; b) a List of actions related to the dimensions of respectful care and health care, and c) a Modelfor elaborating a personal improvement and monitoring plan. The results of this study show that Respectful care requires professionals responsible for their work who have achieved competencies to provide respectful health care. In that sense, HBT can be understood as a proposalfor continuous improvement in the clinical training of students and health professionals.

Mental wellbeing of allied health students in clinical training: a scoping review

Introduction: Understanding the effect of clinical training to mental wellbeing of allied health professions (AHP) students and the contributory factors may help guide wellbeing initiatives developed by institutions and facilitate reflection from the clinical education community. This scoping review aimed to understand how AHP student mental wellbeing is affected by clinical training and map current recommendations to improve practice. Methods: Guided by the Arksey and O’Malley framework, a search was conducted in major databases and supplemented with snowball sampling and personal reference lists. Included papers discussed effects of workplace clinical training on mental wellbeing and focused on entry-level programs. Excluded articles focused on non-AHP health disciplines, years without clinical training, or post-registration programs only. Results: Thirteen studies were included from 1,026 records screened. The majority reported high levels of stress and adverse psychological consequences in AHP clinical students. These effects were influenced by interactions with supervisors, staff and patients, the dual workload as students and healthcare providers, the stage of transitioning from classroom to clinic, and the burden of training on personal conditions. Discussion: AHP students in the workplace experience adverse effects on wellbeing due to the workload, social environment, and other factors associated with training. Strategies to assist and empower students are needed. Educators and institutions should also be equipped to provide wellbeing support. Further research is needed to evaluate the effect of workplace factors on AHP students’ wellbeing over time, to assess effectiveness of interventions and explore positive effects on mental wellbeing, especially from low- and middle-income countries like the Philippines.

The impact of interprofessional education interventions in health professional student clinical training: A systematic review

The impact of interprofessional education interventions in health professional student clinical training: A systematic review

Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis

Background: The COVID-19 outbreak has changed the structures and orders of societies, especially in the nursing profession. Objectives: This study was conducted to determine the challenges experienced by internship nursing students during clinical training in Iran. Methods: This study was conducted using a qualitative and conventional content analysis approach. A total of 13 nursing students in their final year of study centers in Kermanshah, Iran, were selected using purposive sampling from August to September 2022. Individual face-to-face and semi-structured interviews were used for data collection. Interviews continued until data saturation was reached. The data were analyzed following Graneheim and Lundman’s approach. Statistical methods were not used in this study. Results: The data analysis led to 334 primary codes, ten subcategories, and three categories. The three categories were: (1) the future challenges of professional nurses; (2) education planning challenges; (3) and trainees related to challenges. Conclusions: The study revealed that nursing students experienced personal, professional, and official challenges during their clinical training in the COVID-19 disaster. Nursing schools should proactively plan and prepare themselves to resolve expected challenges and better educational management appropriately.

Stress and Resilience of Nursing Students in Clinical Training During the COVID-19 Pandemic: Palestinian Perspective.

Stress reduces nursing students' capacity to think critically, impedes decision-making, and eventually lowers academic performance and limits success. The circumstances surrounding the COVID-19 outbreak drove students into new virtual learning settings, adding stress to their academic responsibilities. The purpose of this study was to assess the perceived stress and resilience among nursing students in clinical training during the COVID-19 pandemic. A cross-sectional study was conducted on 315 students studying nursing. Data collection utilized the Perceived Stress Scale and the Connor-Davidson Resilience Scale. The analysis revealed that the stress score mean was 75.2 ± 6.6 and the resilience score mean was 26.0 ± 3.4. Also, there was a weak negative association between nursing students' stress and their resilience (p < 0.05). Additionally, the results indicated statistically significant differences between stress and gender, study year level, and age (p < 0.05). Stress was high and resilience was moderate during the COVID-19 pandemic among nursing students.

Problems experienced by nursing students in clinical training during the COVID-19 pandemic: a descriptive study

Objective: In this study, the attitudes of nursing students towards Covid-19 disease and the problems they experienced in the clinical learning environment during the pandemic were examined. Material and Methods: The research was a descriptive study. The population of the research is 2nd-3rd-4th-year students (n=264) studying at the nursing school who clinical placement during the pandemic. Data was collected online at the end of the clinical placement period (August 1-30,2021) using the "Student Information Form", "Questionnaire Form for Identifying Problems in Clinical Practice" and "Multidimensional Covid-19 Scale". Number and percentage calculation, t-test and one-way analysis of variance were used in data analysis. Results: It was determined that the students got high scores from the Multidimensional Covid-19 Scale (Mean=79.44±16.87). Mean scores were high for students who had lost their families due to COVID-19; who were worried about their patients having COVID-19; and who were directed to the care of COVID-infected patients without adequate protective equipment. The difference was statistically significant (p&lt;0.05). The most common problems students experienced were related to fear of making mistakes and harming patients (61.7%), fear of being infected with Covid-19 (61.7%), fear that patient has Covid-19 (60.6%), and feelings of inadequacy about entering clinical practice (58.7%). Conclusions: To prepare nursing students for emergencies related to the pandemic and manage similar future situations, nursing schools and hospitals should collaborate to develop strategies and coping mechanisms.

Awareness and Prevalence of Needle Stick Injury among Nursing Students at King Abdulaziz University

Context: Nurses and other health care workers, and at the same time nursing students in clinical training, are at high risk for needle stick injury. The main problem is that needle stick injury (NSIs) can lead to an increase in the risk of over 20 types of infection transmission among health care workers (HCWs), and the most dangerous infections are hepatitis C virus (HCV), hepatitis B virus (HBV), and human immunodeficiency virus (HIV).&#x0D; Aim: This study aimed to explore awareness and assess the prevalence of needle stick injury among nursing students at King Abdulaziz University, KSA.&#x0D; Methods: A cross-sectional study was conducted among a convenience sample of 217 nursing students at king Abdulaziz University. A pretested, structured self‐administered questionnaire was used for data collection.&#x0D; Results: Most of the students (92.6%) were aware that it is necessary to report the needlestick injury, 90.8% thought that there was a chance of getting an infectious disease from a needle stick, and 47.9% knew that all HIV, Hepatitis B, and Hepatitis C are of these infections. About one-third of students (32.3%) knew that the most common cause of needle stick injury was recapping the needle. For students' practice, 91.2% and 74.2% wore protective gear while handling sharp instruments and did not recap the needle after use. The mean knowledge and practice scores were 9.43± 2.96 and 1.65± 0.52, respectively. The prevalence of needle stick injuries among nursing students was 14.7%.&#x0D; Conclusion: The study concludes that a good awareness level of nursing students regarding needle stick injuries. This data emphasizes the importance of increased awareness, training, and education of nursing students for preventing needlestick injuries and reporting the incidence.

COVID- 19 pandemic: Nursing students' knowledge and anxiety in clinical practice at the medical department

Background: The level of knowledge and worry among people involved in patient care is controversial when an infectious disease spread. Clinical procedures caused stress and anxiety in nursing students throughout the epidemic. This study explores the levels of knowledge and anxiety of Saudi nursing students in clinical training at the medical departments during the COVID-19 pandemic. Method: A descriptive, web-based-cross-sectional study was conducted from September 2021 to April 2022 and was planned to examine 185 nursing students at nursing college Qassim university. The survey collected data on sociodemographic data knowledge of COVID-19 and the Generalized Anxiety Disorder 7-Item Scale (GAD-7) was used to assess anxiety. Result: The results displayed that the majority of nursing students in the clinical practice (65.4%) were a high level of knowledge, 20 % did not report any anxiety at all, more than one-third experienced 39.5% moderate anxiety and less than a third experience 30. 3% mild anxiety, and 10.3% experience severe anxiety towards the COVID-19 pandemic in clinical practice. There is a negative significant correlation between knowledge level and anxiety score ((r=-–0.189, p = 0.010)).

The Impact of COVID-19 on the Laboratory Professionals' Clinical Education: a Qualitative Study.

A 48-question survey was developed and disseminated to laboratory professionals. This survey sought the perspective of clinical educators on a variety of topics, including two open-ended questions on the impact COVID-19 had on student clinical rotations and the ensuing policy changes. Of 207 clinical sites that participated in the survey., Some terminated student clinical rotations without offering any other training alternative. Others employed a number of strategies such as shortening the length of clinical rotations, taking fewer students, transitioning to an online learning platform, or delaying training until a future date. Some mandated regular illness checks, symptom checks, and COVID-19 testing when available. Clinical educators expressed concern over the lack of continuity of student clinical training, policy changes related to COVID-19 and student training that were deemed to diminish the quality of the students’ clinical education. With terminated, delayed or shortened clinical rotations at many sites, in combination with staff and supply shortages, clinical educators were concerned about the overall quality of clinical education the students were receiving. In addition to these concerns, the reduction of student graduates during the pandemic decreased the number of applicants for job vacancies exasperating a pre-pandemic problem.