Nurses and undergraduate student nurses' experiences in collaborative clinical placement programs in acute hospitals: An integrative literature review

Clarke, Jonathon; Riet, Pamela van der; Bowen, Lynette

doi:10.1016/j.nedt.2020.104578

Cited by 17 publications

(12 citation statements)

References 48 publications

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“…Juniors were expected to obey before complaining and had limited independence and work responsibilities [6]. During clinical placements, student nurses in Ghana are expected to demonstrate submissiveness to more experienced nurses [7,8]. When nursing students in Ghana complain about being bullied or having negative experiences during their clinical practicum, they are often labeled as rude or insincere.…”

Section: Introductionmentioning

confidence: 99%

Challenges Experienced by Nursing Students in the Clinical Learning Environment: A Cross-sectional Study in Hospitals within Koforidua, Eastern Region of Ghana

Quayson,

Okyere-Boateng,

Boafo

et al. 2024

Preprint

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Nursing students have a crucial role to play in healthcare services while they are in training. It is an essential step in their professional practice preparation. Unfortunately, nursing students often experience obstacles such as bullying behavior which makes some of them drop out of nursing education, regardless of their geographic location. With the increasing brain drain of nurses in Ghana, the nurse-patient ratio is likely to rise further if the phenomenon is not given attention. Therefore, it is crucial to thoroughly evaluate nursing students' bad experiences in the clinical learning environment for a remedy. Hence, the researchers aim to analyze the obstacles faced by nursing students during their clinical attachments in hospitals located in Koforidua, Ghana's Eastern Region. A cross-sectional survey was conducted using a convenient sampling technique to select 130 nursing students from specific clinical learning environments. The study found that male nursing students (OR = 3.27 [95% CI: 1.67–4.88], p < 0.01), nursing students who are married (OR=-0.89 [95% CI: -2.57-0.80], p = 0.30), and Muslim nursing students (OR=-0.68 [95% CI: -2.27-0.41], p = 0.17) were more likely to be dissatisfied with their clinical learning environment compared to female, unmarried, and Christian nursing students, respectively. Male nursing students, Muslim nursing students, married nursing students, and nursing students who were relatively old were more likely to drop out of nursing school due to their intolerance of bullying and disrespect in the clinical environment, which led to dissatisfaction with their clinical experience.

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Section: Introductionmentioning

confidence: 99%

Challenges Experienced by Nursing Students in the Clinical Learning Environment: A Cross-sectional Study in Hospitals within Koforidua, Eastern Region of Ghana

Quayson,

Okyere-Boateng,

Boafo

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…15 Global research involving a range of health profession training environments has shown that identifying areas of concern can lead to the development of appropriate improvement strategies. 11,16,17 These have included changes to communication and feedback in the CS curriculum, 16 and improved working relationships between the student, CS and educational provider. 17,18 Therefore, gaining insight into the student perspective and satisfaction of learning opportunities within the SVN CLE would be beneficial.…”

Section: Introductionmentioning

confidence: 99%

“…11,16,17 These have included changes to communication and feedback in the CS curriculum, 16 and improved working relationships between the student, CS and educational provider. 17,18 Therefore, gaining insight into the student perspective and satisfaction of learning opportunities within the SVN CLE would be beneficial.…”

Section: Introductionmentioning

confidence: 99%

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK

Holt

Farrell

Corrigan

2023

Journal of Veterinary Medical Education

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Student veterinary nurses (SVNs) in the United Kingdom can spend over half their training time within the clinical learning environment (CLE) of a training veterinary practice before achieving clinical competency. Sociocultural complexities and poor management within the CLE may have a significant impact on the learning experiences of SVNs, as has been found in studies involving student human nurses. The aim of this research was to develop and validate the SVN CLE Inventory (CLEI) using principal component analysis (PCA), via a cross-sectional design, based on inventories already established in human nursing CLEs. The SVN CLEI was distributed to SVNs via an online survey over a 3-month period, generating 271 responses. PCA resulted in a valid and reliable SVN CLEI with 25 items across three factors with a total variance explained of 61.004% and an overall Cronbach’s alpha (α) of .953 (factor 1: clinical supervisor support of learning [α = .935]; factor 2: pedagogical atmosphere of the practice [α = .924]; factor 3: opportunities for engagement [α = .698]). Gaining student feedback is a requirement set out by the Royal College of Veterinary Surgeons Standards Framework for Student Veterinary Nurse Education and Training, and the SVN CLEI can be used to complement the current evaluation of the training veterinary practice CLE. This will facilitate development of a more comparable, consistent, and positive experience for SVNs during clinical training in the UK.

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“…Collaborative clinical facilitation is fundamental to preparing a well-educated and professionally skilled nursing and midwifery workforce (Clarke, Van der Riet & Bowen 2020 ). Globally, comprehensive clinical skills acquisition requires collaborative involvement of nurse educators and clinical facilitators or clinical preceptors to guide and mentor students to achieve the requisite skills, knowledge, attitudes and competencies in clinical practice within authentic clinical environments (Mhango 2021 ; Phuma-Ngaiyaye, Bvumbwe & Chipeta 2017 ; Rebeiro et al 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana

Kobekyaa

Naidoo

2023

Health SA Gesondheid

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Background: Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana.Aim: To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana.Setting: The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana.Methods: A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically.Results: Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication.Conclusion: This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students’ clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment.Contribution: This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students’ clinical learning.

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Nurses and undergraduate student nurses' experiences in collaborative clinical placement programs in acute hospitals: An integrative literature review

Cited by 17 publications

References 48 publications

Challenges Experienced by Nursing Students in the Clinical Learning Environment: A Cross-sectional Study in Hospitals within Koforidua, Eastern Region of Ghana

Challenges Experienced by Nursing Students in the Clinical Learning Environment: A Cross-sectional Study in Hospitals within Koforidua, Eastern Region of Ghana

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana

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