Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study

Sadeghi, Amir; Oshvandi, Khodayar; Moradi, Yaser

doi:10.4103/jfmpc.jfmpc_34_19

Cited by 18 publications

(9 citation statements)

References 27 publications

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“…The findings obtained from the study demonstrated that Ineffective clinical instruction, Ineffective clinical administration, Ministerial challenges, and Student related challenges are the challenges in the clinical learning environment in the Nineveh governorate colleges of nursing. The first theme gathered in this study agreed with the previous study (Sadeghi et al, 2019),that point to subjectivism, a lack of scientific and nursing practice expertise, a lack of dedication to teaching, and a focus on routine learning were all evident indications of low clinical competence, which hampered students' ability to develop their clinical competence. The second theme of our study consistent with those (Achempim-Ansong et al, 2022), that mentioned, there are numerous challenges of clinical administration .…”

Section: Discussionsupporting

confidence: 86%

Nursing Clinical Instructors' Perspectives on Clinical Learning Environment Challenges: A Qualitative Study

Attia¹,

Ibrahim²

2023

MJN

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Background and Aim:The clinical instructors play an essential role in the clinical learning environment by providing students with the important nursing skills. Therefore, this study aims to discover clinical instructors' perspective about the challenges in the clinical learning environment. Method:A qualitative descriptive content analysis study design and semi-structured interview tool was used; the participants were 12 clinical nursing instructors who were selected purposively with a work experience of 7 − 18 years , earned MSc and PhD degrees and recruited from Nineveh governorate colleges of nursing. The data transcripts were analysed by using qualitative content analysis. Results: Four challenges emerged: (i) Ineffective clinical instruction; (ii) Ineffective clinical administration; (iii) Ministerial challenges; and (iv) Student related challenges. These challenges revealed clinical nursing instructors' difficulties in balancing their competency, good administration, ministerial factors and student competency. Conclusion:The identified challenges reflect the need to improve the quality of education and to create qualified nurse professionals, it may be important for students to be properly prepared, to choose the optimal clinical setting that meets the purpose, and to receive adequate teaching, advice, and supervision.

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Section: Discussionsupporting

confidence: 86%

Nursing Clinical Instructors' Perspectives on Clinical Learning Environment Challenges: A Qualitative Study

Attia¹,

Ibrahim²

2023

MJN

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“…It encompasses the cognitive, psychomotor, and affective criteria, demonstrated by a set of educational objectives. This contributes to planning of the clinical simulation and development of instruments that aim to evaluate whether the participant, in this pedagogical strategy, developed clinical competence in nursing (33) .…”

Section: Debriefingmentioning

confidence: 99%

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

et al. 2021

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Objectives: to investigate the scientific evidence on the use of Bloom’s taxonomy for developing competence in nursing professionals and students in clinical simulation. Methods: integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. Results: a total of 871 studies were identified; four composed the sample. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom’s taxonomy were mobilized. The psychomotor domain required development of the skills demanded by the proposed clinical care. The affective domain was developed through will and motivation to learn. Conclusions: it is possible to develop clinical competence in nursing by adopting Bloom’s taxonomy in each phase of clinical simulation.

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“…While student reports of ineffective clinical faculty are not exclusive to bridging students, 55,56 the uniqueness of PLPNs as learners with preexisting clinical knowledge and skills underscores a need to further explore the effectiveness of faculty in the clinical setting with a variety of student types. Bridging students in this review report being assigned to complete required clinical practicums on units where they already work as PLPNs 22,36 .…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ experiences of a post-licensure practical nurse bridging program: a qualitative systematic review

Keeping‐Burke

Morris

Witherspoon

et al. 2023

JBI Evidence Synthesis

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Objective: The objective of this systematic review was to synthesize qualitative evidence on students’ experiences of a post-licensure practical nurse to registered nurse bridging program. Introduction: A worldwide shortage of registered nurses has prompted governments and educational institutions to develop alternate pathways to nursing licensure. One strategy used to increase the supply of registered nurses is bridging programs. Such programs grant practical nurses academic credit for previous educational and practical experience, which allows them to complete a bachelor of nursing degree in a shorter length of time. Understanding the experience of students enrolled in bridging programs will help identify their specific needs and the educational support needed for them to successfully transition into the registered nurse role. Inclusion criteria: This review considered qualitative studies that examined the experiences of practical nurses enrolled in bridging programs. Methods: The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included ProQuest Dissertations & Theses and GreyNet International. Studies published in English were included with no date limits applied to the searches. Papers were screened independently by 2 reviewers against the inclusion criteria. Papers that met the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings were extracted from the included studies using a standardized tool and assigned a level of credibility. The review followed principles of meta-aggregation in line with the JBI approach. The final synthesized findings were graded according to the ConQual approach for establishing confidence in the output of qualitative research synthesis. Results: Twenty-four studies, published between 1989 and 2020, were included in the review. A total of 83 findings were extracted and aggregated into 11 categories. From the 11 categories, 4 synthesized findings were developed and are summarized as: i) growth through professional advancement reflects that bridging students report personal growth and professional transformation when they return to school and study to become a registered nurse; ii) need for support indicates that bridging students recognize and appreciate a need to have positive support networks in their lives, mainly with their family, coworkers, and classmates; iii) expecting more reflects that, as adult learners with prior nursing experience, bridging students anticipate receiving more support from the educational institutions and higher levels of clinical expertise and competence amongst faculty than what is provided; and iv) finding balance indicates that bridging students struggle to balance and manage multiple roles and responsibilities in their lives as they return to school to study to become a registered nurse. Conclusion: The findings of this review highlight that, as adult learners with prior nursing experience, when post-licensure practical nurses return to study there is often a need to balance multiple roles and responsibilities. It is with the support of family, coworkers, classmates, and faculty that bridging students are able to manage competing personal and academic demands. While many bridging students express disappointment with some of the learning opportunities and/or faculty expertise associated with the nursing program, they ultimately achieve growth through both personal and professional advancement upon completing the program and becoming a registered nurse. Systematic review registration number: PROSPERO CRD42021278408 Supplemental Digital Content: A French-language version of the abstract of this review is available as Supplemental Digital Content [http://links.lww.com/SRX/A10].

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Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study

Cited by 18 publications

References 27 publications

Nursing Clinical Instructors' Perspectives on Clinical Learning Environment Challenges: A Qualitative Study

Nursing Clinical Instructors' Perspectives on Clinical Learning Environment Challenges: A Qualitative Study

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Nursing students’ experiences of a post-licensure practical nurse bridging program: a qualitative systematic review

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