Experience of Nursing Students in Clinical Practice: A Qualitative Study

Abstract

Background: Nursing is a profession which is based on practice. Clinical training plays a critical role in nursing students' achievement of professional competencies. The quality of nurse education depends on the quality of the clinical experience (Elliot, 2002; Napthine, 1996). The clinical experiences are central to the student's preparation (Penman and White, 2005; Papp et al, 2003). The Aim of the present study is to capture the nursing students' experience during their clinical training. A qualitative Phenomenological approach was used. Data was collected from all nursing students in King Saud Bin Abdul aziz University for health sciences (KSAU-HS), College of Nursing-Riyadh. The sample consisted of 172 nursing students were recruited. Two tools were used to collect data for the study. First tool was interview questionnaire sheet for socio demographic data and the second one was interview schedule conducted on focus groups according to their preference. Students expressed that they could practice on real situations. They experienced anxiety while communicating with male patients. Dealing with critical patients were the worst moments in their life. The study concluded that the students' reflections support that rigorous class room learning and the presence of instructor during clinical training prepare the students to face the challenges.

Development and Validation of the Nursing Students’ Rights Awareness Scale in Clinical Practice: A Scale Development Study

“…The participants had to have the experience of at least two semesters (1 year) of clinical training with expressed willingness to participate in the research. Selecting nursing students with experience of at least two semesters as inclusion criteria was based on the results of previous studies [6,23].…”

“…Clinical training is an essential element of nursing education because it enables nursing students to apply theories in clinical practice [3,4]. Receiving clinical training in a supportive environment is the foundation to become a good nurse [5,6].…”

“…However, nursing students are often exposed to human rights violations, such as neglect, discrimination, and harassment during clinical training [7][8][9]. As a result, nursing students are experiencing a violation of their rights to learn that prevents them from receiving supportive education [6,8].…”

Protocol for a mixed‐method systematic review on challenges perceived by final‐year undergraduate nursing students in a clinical learning environment

“…Previous literature indicates that the negative challenges may attenuate the students' motivation to pursue their nursing career (Makhlof & El-Saman, 2017;Miligi et al, 2019;Shoqirat & Abu-Qamar, 2013), thereby increasing the attrition rate and leading to a global shortage in nurses (Beitz, 2019;Ford et al, 2016;Liu et al, 2019;Lopez et al, 2018).…”

“…However, these students reportedly need to surmount many negative and positive challenges in their clinical learning environment during their final year of clinical attachments (Anarado et al., 2016; Atakro et al., 2019; Günay & Kılınç, 2018; Güner, 2015; Jamshidi et al., 2016). Previous literature indicates that the negative challenges may attenuate the students' motivation to pursue their nursing career (Makhlof & El‐Saman, 2017; Miligi et al., 2019; Shoqirat & Abu‐Qamar, 2013), thereby increasing the attrition rate and leading to a global shortage in nurses (Beitz, 2019; Ford et al., 2016; Liu et al., 2019; Lopez et al., 2018). Furthermore, ill‐prepared graduates will suffer from anxiety and stress due to incompetence and low confidence when facing real‐world challenges as professional nurses (Arkan et al., 2018; Bawadi et al., 2019; Ford et al., 2016; Sharif & Masoumi, 2005).…”