Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Baraz, Shahram; Memarian, Robabeh; Vanaki, Zohreh

doi:10.4103/2277-9531.162345

Cited by 108 publications

(73 citation statements)

References 40 publications

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“…Preparing nursing students to meet these requirements takes an average of 4 years, during which time they are expected to meet clinical competencies and maintain adequate theoretical knowledge to ensure their readiness to practice (Missen, McKenna, & Beauchamp, 2016). For clinical instructors, evaluating students is a challenging process (Baraz, Memarian, & Vanaki, 2015).…”

Section: Introductionmentioning

confidence: 99%

Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract

Hussein

Fast

2019

Journal of Clinical Nursing

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Aim To develop a substantive theoretical explanation that makes sense of the decision‐making process that clinical instructors use to place students on a learning contract. Background Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students. Design Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis. Methods Seventeen individual semi‐structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016–May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1). Findings Three subcategories, “brewing trouble,” “unpacking thinking” and “benchmarking” led to the study's substantive theoretical explanation. “Gut feeling” demonstrates how clinical instructors reason in their decision‐making process to place a student on a learning contract. Conclusion Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system‐level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity. Relevance to clinical practice Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.

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Section: Introductionmentioning

confidence: 99%

Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract

Hussein

Fast

2019

Journal of Clinical Nursing

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“…Despite the Clinical environments are areas selected in nursing education which motivate and help the students to inculcate professional skills, knowledge and attitudes those of which are essential for nursing care .These are essential to enhance the communication with patients, for making right clinical decisions, to improve problem solving skills and self-understanding (ALthiga et al 2017). Nevertheless, learning in clinical environments is not only accompanied by various advantages, but at the same time, it can also be unpredictable, stressful, challenging and constantly changing (Baraz et al 2015). Several factors are attributed to the problems the students face during the initial year of clinical education.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Clinical Practice of Nursing Interns at Tertiary Hospital Jeddah in Saudi Arabia

Najjar¹,

Rawas²

2018

IJSN

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The shortage of nurses in Saudi Arabia like many other countries in the world is a problem. Additionally, there are a unique socio-cultural factor that causes the problem including but not limited to the negative perceptions and attitudes towards nurses. Unfortunately, the apprentices are subjected to a system that is inadequately represented by long working hours, negative images, and work pressures. In addition, several factors are attributed to the problems the students face during the initial year of clinical education. This study will analyze and evaluate the different factors that influence the clinical education of the bachelor nursing apprentices, particularly in the first year of experience.Aims and Objectives: The purpose of this study is to explore the factors affecting the clinical practice of nursing interns at tertiary hospital Jeddah.Methodology and Methods: The research was employed as a qualitative approach. Bachelor nursing students who are currently undertaking their internship program in a tertiary hospital Jeddah) were recruited as participant in this study.Findings: Data analyses regarding the factors affecting the clinical practice of nursing interns are summarized both positively and negatively. The major theme that emerged that reflects the positive experiences of intern students was “a time for reflection”. Further to this the major theme that emerged relating to the challenges experienced by student interns was “cold environment’.Conclusions: The findings of this research contribute to our understanding of factors affecting the clinical practice of nursing interns. Students identified their clinical learning as cold learning environment because they were treated unfairly, ignored by their instructors and were being embarrassed and feeling restricted. Moreover, students have also identified positive experiences for them during their internship program. The internship program is a great chance for the student for a reflection.

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“…These include demonstrating clinical and teaching knowledge expertise; [29][30][31] being available and accessible; [23,28,32] being approachable [23] open and understanding, [25,33] and being nonjudgemental [25] such that students could feel free to ask questions, and allowed students to learn from mistakes; [29,32] possessing good time management and organization skills; [22,33] having good communication skills, and providing students clear communication of expectations. [22,29,32,34] In addition, students appreciated CIs who demonstrated motivation and enthusiasm for teaching and their profession; [24,29,32,33] who were supportive and encouraging, [23,32] empowering [34,35] and took initiative to seek learning opportunities for students. [2] Furthermore, the indicated they valued CIs who provided them with timely, appropriate and constructive feedback on their clinical performance.…”

Section: Discussionmentioning

confidence: 99%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Learning challenges of nursing students in clinical environments: A qualitative study in Iran

Cited by 108 publications

References 40 publications

Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract

Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract

Factors Affecting the Clinical Practice of Nursing Interns at Tertiary Hospital Jeddah in Saudi Arabia

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

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