Clinical education in nursing: Rethinking learning in practice settings

Ironside, Pamela M.; McNelis, Angela M.; Ebright, Patricia

doi:10.1016/j.outlook.2013.12.004

Cited by 137 publications

(73 citation statements)

References 10 publications

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“…Clinical educators should desing course assignments and seek modalities and innovative strategies that meet clients, students, and organizational needs 29 . -Students's and faculty's experiences are important to develop clinical education in nursing 30 .…”

Section: Principles Of Clinical Skill Training and Recommendations Wimentioning

confidence: 99%

The Role And Importance Of Clinical Education In Nursing

Vatansever¹,

Mert²

2017

Kocaeli Üniversitesi Sağlık Bilimleri Dergisi

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Hemşirelik eğitimi, teorik ve pratik bileşenlerden oluşur. Hemşirelik eğitiminin temeli, teorik bilgi ve beceri yeterliliğini sağlanmasına dayalıdır. Klinik eğitim, hemşirelik eğitimin tamamlayıcısı ve en önemli parçasıdır. Etkili öğretimde temel düşünce, öğrencilerin derslerden elde ettikleri teorik bilgiyi pratiğe dönüştürebilme yeteneğidir. Klinik eğitim, bilgi ve beceri eksiklerinin ortaya çıkartılmasını, yeni bilgileri kullanılmasını, değişimlerin başlatılması ve yönetilmesini içermelidir. Bu makalede, hemşirelikte klinik eğitimi etkileyen genel faktörler tartışılmış ve öneriler verilmiştir.

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Section: Principles Of Clinical Skill Training and Recommendations Wimentioning

confidence: 99%

The Role And Importance Of Clinical Education In Nursing

Vatansever¹,

Mert²

2017

Kocaeli Üniversitesi Sağlık Bilimleri Dergisi

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“…Little is known about the best opportunities of learning regarding the effective acquisition of knowledge and capacity for clinical practice. It shows innovation in the guidance to the clinical education, evidencing the importance in the construction of the set of knowledge and capacity competences (3) . The evaluation is a necessary didactic task, which follows the teaching-learning process step by step.…”

Section: Introductionmentioning

confidence: 99%

Semiotics and semiology of Nursing: evaluation of undergraduate students' knowledge on procedures

et al. 2017

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Objective: to assess the knowledge of scholars on Nursing regarding simple hands hygiene (SHH), blood pressure measurement (BP), peripheral venipuncture (PV) with venous catheter and male urethral catheterization delay (UCD) procedures. Method: quantitative study carried out between February and May 2014, with 186 undergraduate Nursing students from 5 th to 9 th period of a public university of Rio Grande do Norte, with application of four questionnaires. One carried out descriptive and analytic analysis. Results: the students presented low average percentage of right answers, especially in blood pressure measurement (55.5%); SHH's average was higher than 70%. The average of correct answers was the highest in SHH (8.6), followed by UCD (7.8), PV (7.4) and BP (6.7). The questions regarding the topic "concepts" showed less correct answers when comparing it to the topic "technique steps". Conclusion: it is necessary to establish knowledge monitoring strategies, in order to stimulate the constant improvement. Descriptors: Education in Nursing; Undergraduate Nursing Students; Knowledge; Nursing Care; Research in Nursing Evaluation. RESUMO Objetivo: verifi car os conhecimentos dos acadêmicos de Enfermagem quanto aos procedimentos de higienização simples das mãos (HSM), mensuração da pressão arterial (PA), punção venosa periférica (PVP) com cateter agulhado e sondagem vesical de demora (SVD) masculina. Método: estudo quantitativo desenvolvido entre fevereiro a maio de 2014, com 186 acadêmicos de Enfermagem do 5° ao 9° período de uma universidade pública norte-rio-grandense, com aplicação de quatro questionários. Realizada análise descritiva e analítica. Resultados: os acadêmicos apresentaram porcentagem média de acertos baixa, especialmente na mensuração da PA (55,5%); a média da HSM foi superior a 70%. A quantidade média de acertos nas questões foi maior na HSM (8,6), seguida de SVD (7,8), PVP (7,4) e PA (6,7). As questões referentes ao domínio "conceitos" apresentaram menor rendimento de acertos ao comparar com o domínio "passos da técnica". Conclusão: faz-se necessário trabalhar estratégias de acompanhamento dos conhecimentos, a fi m de incentivar o constante aprimoramento. Descritores: Educação em Enfermagem; Estudantes de Enfermagem; Conhecimento; Cuidados de Enfermagem; Pesquisa em Avaliação de Enfermagem. RESUMENObjetivo: verifi car el conocimiento de los estudiantes de enfermería acerca de los procedimientos de higiene de manos (HM), la medición de la presión arterial (PA), la punción venosa periférica (PVP) con el catéter con aguja y el catéter permanente (CP) masculino. 250Semiotics and Semiology of Nursing: evaluation of undergraduate students' knowledge on procedures Melo GSM, et al.

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“…[3,9,10] Stakeholders' perspectives of the traditional model can assist nursing programs to develop new clinical teaching practices and models for clinical education based on identifying strengths and overcoming limitations of current approaches. [11] Thus, the purposes of the larger descriptive qualitative study were to explore nursing faculty, CIs' and nursing students' perceptions of their experiences in teaching/learning within the traditional model and to identify strengths and challenges of the traditional model with regard to student learning, while promoting patient safety. In this paper only the faculty and CIs' perspectives are presented.…”

Section: Introductionmentioning

confidence: 99%

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Luhanga

2018

JNEP

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Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be "best practice" with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis. Results: Although both faculty and CIs described some positive experiences facilitating nursing students' learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors' familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors' control over students' learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation. Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

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Clinical education in nursing: Rethinking learning in practice settings

Cited by 137 publications

References 10 publications

The Role And Importance Of Clinical Education In Nursing

The Role And Importance Of Clinical Education In Nursing

Semiotics and semiology of Nursing: evaluation of undergraduate students' knowledge on procedures

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

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