Nurses' experiences working with nursing students in a hospital: a phenomenological enquiry

Abstract

Objective: this paper explores the experiences of registered nurses working with Spanish nursing students within the hospital. Methods: a qualitative phenomenological approach was followed. Purposeful sampling was employed. Twenty-one registered nurses, from a public hospital located in Spain, were included in the study. Data were collected by means of unstructured and semi-structured interviews and were analysed using Giorgi's proposal. The Consolidated Criteria for Reporting Qualitative Research were followed. Results: three main themes described the experience of registered nurses: "The nurse's relationship with nursing students"; most nurses emphasized the importance of the first contact with students and they considered students' attitude to be key. "Defining the role of the student in clinical practice"; it is necessary to unify the nurse's role and interventions to avoid misleading students and establish priorities in clinical practice. "Building bridges between clinical settings and the University"; the need to establish a common ground and connection between the university and hospital clinical settings was emphasized. Nurses felt that the training program should also be designed by the clinical settings themselves. Conclusions: understanding the meaning of nursing students with registered nurses might gain a deeper insight into their expectations.

North American nurse educators in the HOPE Earth Project and Nursing teaching

“…Likewise, the overvaluation of one over the other ends up compromising the education in line with the social changes (16) . It is believed, therefore, that this contextualized articulation between teaching and service facilitates learning and leads the student to a reflective practice based on a realistic experience in the different environments of the health services (17)(18) . As far as Professor Mary Anne Small is concerned, her former students presented some features that made it possible to project the image of a tall, wide-eyed, smiling, dark and curly-haired woman with educated, discrete, introverted and respectful personality traits.…”

Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students

“…Nursing staff expressed confidence that students were able to reduce this burden depending on their preparedness, attitude, and willingness to participate in the patient care experience. 18,19 "Sometimes, if students are hardworking and quick on the uptake, they quickly 'get' the task at hand -that makes things easier. But, if there are students who don't pick things up quickly, then it gets a bit more complicated, for example, if we are teaching them [students] at the same time as treating patients, and they need to be told more than once or twice, then this makes things more difficult for us" (Female nurse, 26, degree in Nursing).…”

“…20,21 However, nurse's negative attitudes towards students in terms of providing poor guidance and support can cause students to become frustrated; this can lead to some students under-participating in their placement. 19,21 Nursing student's view of their own role within the mentoring process tends to focus very much on their position as students on clinical placement. However, in practice, they frequently admitted feeling as though they are treated as extra helpers by the medical staff, and, as such, are often called upon to carry out tasks unrelated to their medical studies.…”

Nurses’ attitudes and behaviors during bachelor of nursing students’ clinical learning experiences

“…Various stressors have an impact on staff nurses including attitudes and motivation of the student, increase in workload, length of experience as a nurse, and workforce shortages. [4] Some studies found that there were both positive and negative aspects of nursing students' con-tributions to clinical practice. Registered nurses mentioned enhancement of their professional development as a positive attribute and increased demands on time and workload as a negative consequence.…”