Challenges facing clinical nurse educators and nursing students in Egyptian and Saudi clinical learning environment: A comparative study

Elbilgahy, Amal Ahmed; Eltaib, Fatma Abdou; Lawend, Josephin

doi:10.1016/j.ijans.2020.100240

Cited by 10 publications

(9 citation statements)

References 21 publications

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“…Major challenges in clinical teaching, as previously reported in the literature, include the problems encountered by nursing students as they work in the clinical setting [4,5]. The students report inadequate supervision by clinical staff [2]; unsafe clinical placement [6,7]; insufficient clinical experiences [7]; competition with other health programs for limited practice settings (Copeland, 2020); scarcities of qualified clinical instructors [2,8,9]; and heavy clinical instructor workloads [8 -10].…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

Al-Dweik¹,

Khalil²,

Atout³

et al. 2021

TONURSJ

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Introduction: Clinical education is an essential element in a baccalaureate nursing program, providing nursing students with the required knowledge, skills, abilities, and attitudes that are required to deliver professional nursing care after graduation. Objective: The purpose of this study was to identify the student perceived challenges associated with nursing instruction in the clinical environment. Methods: A cross-sectional descriptive design was used to identify the challenges associated with clinical instruction from the nursing students’ perspective. Convenience sampling was used to recruit 187 nursing students from three universities in Jordan, including one public and two private. Results: The major challenges to clinical education were fear of committing mistakes; lack of facilities for students; lack of knowledge among community and patients about the nursing profession; fear of infection; lack of availability of equipment in the clinical setting; students’ lack of preparedness and skills in planning care; and lack of collaboration from clinical staff. Conclusion: Identifying the challenges is necessary to formulate strategies to address them, to improve curriculum designed and clinical education for nursing students accordingly.

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Section: Introductionmentioning

confidence: 99%

“…In addition, the changing nature of the clinical learning environment can produce other problems for nursing students. As a result, identifying the problems commonly encountered by students in the hospital can lead to solutions that result in better learning experiences and increased satisfaction with nursing as a profession [5].…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

Al-Dweik¹,

Khalil²,

Atout³

et al. 2021

TONURSJ

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“…Meanwhile, the high level of organizational cynicism among nurses in the current study is coincident with the overall bad situation of nurses in Egyptian healthcare system where nurses complain from many sufferings such as injustice, lack of autonomy, underestimation of their roles, lack of leadership support, and poor environmental conditions that neglect their basic needs (Abd El-aal& Hassan, 2014;Elbilgahy, Eltaib& Lawend, 2020). These sufferings are the cornerstone that induces organizational cynicism and counterproductive behaviors among nurses in Egypt.…”

Section: Discussionmentioning

confidence: 61%

Correlation between Organizational Cynicism and Counterproductive Work Behaviors among Nurses

Ali

Elsayed

2022

Egyptian Journal of Health Care

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Background: The incidence of counterproductive behaviors among nurses in the workplace is another drastic phenomenon that is high among nurses who experience organizational cynicism feelings.Purpose : to identify the correlation between organizational cynicism and counterproductive work behaviors among nurses. Methods: This is a descriptive correlational study. The stratified random sampling technique used in this study . A total of 550 nurses were recruited from one University Hospital and one private hospital in Egypt. Data were collected using two self-administered questionnaires namely: Organizational cynicism scale (OCS): It is five point Likert scale used to measure organizational cynicism.It consists of three dimensions containing ( 14) items as the following; cognitive cynicism (5 items), affective cynicism (5 items), and behavioral cynicism (4 items). Responses ranged from 1 (completely disagree) to 5 (completely agree), and the mean score ranges from 1 to 5. Higher scores indicate higher levels of cynicism. Counterproductive Behaviors Scale (CBS):It is used to measure the incidence of counterproductive behaviors in workplace. It includes 23 items classified into five categories of counterproductive behaviors as the following; abuses against others (9 items), interference at work (3 items), sabotage (3 items), thefts (4 items), and avoiding work (4items). It is a 5 point Likert scale in which responses ranged from 1 (never) to 5 (every day). Results: The mean percentage score of organizational cynicism and counterproductive work behaviors were 90.18 ± 3.57, and 79.03 ± 1.99, respectively. Multivariate regression model revealed that organizational cynicism accounted for 40.2% of the variances in the incidence of counterproductive work behaviors. Conclusion: organizational cynicism is a significant antecedent for the incidence of counterproductive work behaviors among nurses. Implications to Nursing Management: Different strategies such as career development and advancement; considering nurses career goals and objectives; keep promises toward nurses; putting sound reward and punishment system; and make sure that policies, and goals, and practices are in alignment are helpful to prevent organizational cynicism and eradicate counterproductive work behaviors.

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“…Anxiety is the most reported challenge among students. Nursing students’ challenges during clinical practice have been reported in several studies [ 34 , 54 , 55 ]. In a recent review, Panda et al [ 55 ] reported that the attitudes of instructors, clinical staff, and significant others have substantial influences on students’ learning during clinical postings.…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology

et al. 2022

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Objectives Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students’ experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. Methods Kolb’s learning theory provided the framework to explore nursing students’ 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. Results Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. Conclusions This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum’ as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.

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Challenges facing clinical nurse educators and nursing students in Egyptian and Saudi clinical learning environment: A comparative study

Cited by 10 publications

References 21 publications

Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

Undergraduate Nursing Student Perspectives About Challenges in Clinical Education in Jordan: A Cross-Sectional Descriptive Study

Correlation between Organizational Cynicism and Counterproductive Work Behaviors among Nurses

Nursing students’ experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology

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