Clinical placements in contemporary nursing education: Where is the evidence?

McKenna, Lisa; Cant, Robyn; Bogossian, Fiona; Cooper, Simon; Levett‐Jones, Tracy; Seaton, Philippa

doi:10.1016/j.nedt.2019.104202

Cited by 25 publications

(8 citation statements)

References 7 publications

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“…Therefore, nurse academics have to strive to ensure that appropriate learning activities are used to successfully meet the learning goals of nursing practices that are transitioning to an online format (Tyo & McCurry, 2019;Freytag et al, 2017;Johnson et al, 2020). This can be facilitated by care plans, interactive case studies, web-based learning activities, written work, communication activities, and class discussions (Johnson et al, 2020;King & Nininger, 2019;Konrad et al, 2020;McKenna et al, 2019;Moore-Cox, 2017). In addition, nursing schools are required to provide formal training on best practices in online education in order for students to continue their learning effectively (Benner et al, 2010;King & Nininger, 2019;Tyo & McCurry, 2019).…”

Section: Discussionmentioning

confidence: 99%

Challenges experienced by nursing students during the COVID‐19 pandemic

Cengi̇z

Gurdap

Işık

2021

Perspect Psychiatric Care

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This study was conducted to assess the challenges faced by nursing students during the pandemic and to examine the factors affecting these challenges.Design and Methods: This qualitative study involved 344 nursing students at a university in eastern Turkey.Findings: Five main themes, each with its own subthemes, indicated the psychological difficulties experienced by students, insufficiencies and uncertainties regarding education, restrictions regarding social life, family conflicts, and the possibility to turn crises into opportunities.Practice Implications: The themes emphasizing the lives of nursing students showed that there was a need for important measures, such as psychosocial support, determination of best practices for online education, supporting students with telemental applications by university counseling centres, and organization of action courses.

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Section: Discussionmentioning

confidence: 99%

Challenges experienced by nursing students during the COVID‐19 pandemic

Cengi̇z

Gurdap

Işık

2021

Perspect Psychiatric Care

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“…However, suboptimal outcomes in terms of students' critical thinking and readiness for independent practice are still reported [2]. Despite the development of theory in nursing education, clinical education is often provided in ad hoc ways [1,3]. A critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature [3,4].…”

Section: Introductionmentioning

confidence: 99%

“…Despite the development of theory in nursing education, clinical education is often provided in ad hoc ways [1,3]. A critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature [3,4]. Therefore, we explored conceptions of clinical learning in the hospital setting among nursing students, supervisors, clinical educators and higher education professionals.…”

Section: Introductionmentioning

confidence: 99%

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Stoffels

Burgt

Stenfors³

et al. 2021

BMC Med Educ

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Background To prepare nursing students to become critical, autonomous members of the workforce, an agreement among stakeholders on how this can be achieved in the clinical setting is needed. However, a critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature. This study aimed to map conceptions of the desired process and outcomes of clinical learning among stakeholders involved in undergraduate clinical nursing education. Methods Twenty-five semi-structured interviews about their understanding of clinical learning were conducted with nursing students, supervisors, clinical educators and higher education institute professionals involved in clinical nursing education in a Dutch academic medical center. Data were analyzed using a phenomenographic approach. Results Four conceptions were identified: clinical learning as a process to 1) meet curricular demands, 2) learn to deliberately deliver patient care, 3) learn to deliver patient care within the larger (healthcare) context, and 4) become a continuously developing professional. Conceptions 3 and 4 represented a broader, more inclusive perspective on clinical learning than conception 1 and 2. Conceptions were distinguished by five dimensions: role of guidelines from the school; learning opportunities, focus of supervisor; focus of reflection; desirable outcomes of clinical learning. Conclusions Those directly involved in clinical learning in nursing may have qualitatively different understandings of its desired nature and outcomes. Two patterns across conceptions could be discerned: a) a shift in focus from learning as following standards, to following an individualized learning trajectory and b) a shift in focus from increasing patient load, to understanding oneself and the patient within the healthcare context. To prepare nursing students for the future workforce, a flexible, social form of self-regulated learning is warranted, as well as an understanding of one’s own role within the healthcare system and a critical attitude towards healthcare. Schools and hospitals should collaborate to integrate these values in the curriculum. The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning to the literature. Through the phenomenographic approach we identified conceptions that can be a basis for training and policy development.

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“…Clinical nursing courses have a structured, objective clinical evaluation tool that is used to assess if a student has met the criteria to pass the course. The lack of evidence-based clinical placement evaluations, leaves much of the students’ clinical learning experience focused on tasks and process rather than clinical reasoning and problem solving ( McKenna, 2019 ).…”

Section: Traditional Competency Evaluation In Clinical Nursingmentioning

confidence: 99%

Nursing fundamentals – supporting clinical competency online during the COVID-19 pandemic

Konrad

Fitzgerald

Deckers

2021

Teaching and Learning in Nursing

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During the Spring of 2020, due to the COVID-19 pandemic, many schools of nursing were challenged to change their educational delivery methods from a face-to-face to an online format. This article discusses educational strategies utilized to support clinical competency using an online format for a fundamentals of nursing clinical course. Discussions of regulatory considerations, faculty planning, and teaching pedagogy utilized during this transition are presented. The authors also discuss future implications and suggestions for attaining learning objectives for a clinical course using an online format.

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Clinical placements in contemporary nursing education: Where is the evidence?

Cited by 25 publications

References 7 publications

Challenges experienced by nursing students during the COVID‐19 pandemic

Challenges experienced by nursing students during the COVID‐19 pandemic

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

Nursing fundamentals – supporting clinical competency online during the COVID-19 pandemic

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