How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study

Abstract

IntroductionOn entry into the clinical environment, nursing students are confronted with many challenges. It is a common problem throughout the world, including Iran. Although many studies have been conducted on the problems of nursing students in the clinical environment, limited information is available on nursing students’ experiences of the clinical learning environment and the way they respond to these experiences. Identifying nursing students’ experiences is essential to develop interventions to reduce challenges.ObjectiveThis study aimed to explore nursing students’ experiences in a clinical learning environment and the way they responded to these experiences.DesignThe present study was conducted based on the qualitative research design of the grounded theory methodology.SettingThis study was conducted at schools of nursing in academic settings in Iran.ParticipantsThe participants included 19 nursing students, 4 nursing instructors and 3 clinical nurses.MethodsThe data were collected using semistructured interviews, field notes and observation, and were analysed using Strauss and Corbin’s approach.ResultsStudents, as a result of the inadequacy of the educational environment, were faced with ‘confusion of identity’, stating this as their main concern. When confronted with this concern, they employed specific strategies, some of which prevented them from getting into unpleasant conditions. These strategies did not help students solve their problems and also prevented them from accepting their professional roles and responsibilities. Conversely, some other strategies led them to advanced professional development and enabled them to accept their role and the clinical environment.ConclusionAccording to the results of this study, educational policymakers should focus on improving the clinical environment. Identifying professional models and increasing their influence on management, education and clinical education, as well as teaching positive and constructive strategies, will promote positive strategies in coping with inadequate educational contexts. This is necessary for the professional development of nursing students.

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

“…Several authors reported that showing respect to students, supporting their learning needs and good communication are the key qualities of an effective clinical educator. [12][13][14] Delany and Golding suggested the use of "making thinking visible approach" as a pedagogical approach to develop the clinical reasoning. They believed that the clinical teachers using this approach are forced to make their thinking visible so they start to reflect about their clinical reasoning teaching and it facilitates them to articulate their own reasoning process by scaffolding it to the students, who can access and use it in their practice.…”

Training in service: perception of health workers in assistance in federal prison units

“…The professional performance, regardless of the work context, requires the worker to have previous knowledge of its function, of work environment and of the population who will receive support. 11 Data analysis showed how the trainings provided to these professionals have occurred.…”

“…The institutions, when planning their training proposals, should consider the clarification and elucidation of norms, routines, manuals of procedures in order to offer security to the worker, help in its decision-making, in addition to grant uniformity to the discourse and transparency in a company's objectives. 11 Still, regarding the training of professionals to work in their respective prison units, one can notice that the institution offer few courses addressed to the worker's practice and enhancement. In order to enhance and develop knowledge aligned with the work routine, these professionals request courses and trainings from the responsible board; however, these resources, which depend on the institution approval, are sometimes denied.…”

Being a Student Nurse in Neurosurgical Intensive Care Unit: A Qualitative Study

“…Nursing education aims to equip students with the knowledge, skills, attitudes and self-esteem they will need while performing nursing profession (1)(2)(3)(4) . Nursing students acquire professional qualifications through education offered in school and clinical settings (5)(6)(7)(8) . Internalization of the powers, roles and responsibilities of nursing by students through receiving a qualified education (2,6,9) is significant for professionalization in nursing (1,6,7) .…”

“…Nursing students acquire professional qualifications through education offered in school and clinical settings (5)(6)(7)(8) . Internalization of the powers, roles and responsibilities of nursing by students through receiving a qualified education (2,6,9) is significant for professionalization in nursing (1,6,7) . Clinical training is an essential part of professional nursing education since it ensures the transformation of the knowledge gained through theoretical education into skills, equips students with empathic approach and critical decision-making and effective communication skills, and allows for observing and applying nursing care interventions (3,4,7,(10)(11)(12)(13) .…”