Nursing student–patient relationship and related factors—A self‐assessment by nursing students

Abstract

Aims and objectives: To describe the nursing student-patient relationship in terms of three types of relationships-mechanistic, authoritative and facilitative-and analyse the factors related to the type of relationship. Background: As future professionals, nursing students have a central role in facilitating patient autonomy while working in partnership with patients. Supporting student-patient relationship throughout the nursing education may result in positive outcomes for both students and patients. Design: A cross-sectional study. Methods: The data were collected from a convenience sample of Finnish nursing students using a structured web survey. Statistical data analysis was performed using chi-square test, two-sample t test, one-way analysis of variance and multinomial logistic regression. The STROBE Statement-Checklist for cross-sectional studies was used (Appendix S1). Results: Students most often assessed their relationship with the patients as facilitative, followed by authoritative and mechanistic relationships. The results revealed three predictors for facilitative relationship: students' older age, long enough contact time with the patient and higher competence in ensuring quality. In authoritative and facilitative relationships, students had significantly more positive perceptions of the contextual factors and consequences of the relationship and higher ratings of selfassessed competence levels than students in a mechanistic relationship. Conclusions: It seems that the facilitative student-patient relationship is connected to the professional competence of nursing students, especially in the area of ensuring the quality of patient care. Therefore, sustaining clinical learning environments and pedagogical approaches that value and support facilitative relationships in students' clinical learning should be enhanced. Relevance to clinical practice: Efforts aimed at contributing to facilitative studentpatient relationships have a crucial role in shaping students' competency and in promoting high-quality patient care. Thus, supervision of students organised around | 4031 SUIKKALA et AL.

Academy of Clinical Essentials

“…One student was recognized by name in the unit's patient experience survey, and 2 students each received recognition in the comments made on postdischarge phone calls. Previous research supports the connection between nursing student competency and student-patient relationships 9 . Similar positive student-patient relationships have been revealed when students perceive their instructor is supportive of their professional development 10 .…”

“…Previous research supports the connection between nursing student competency and student-patient relationships. 9 Similar positive student-patient relationships have been revealed when students perceive their instructor is supportive of their professional development. 10 Units also benefited from the ACE model; unit managers noted that there was a positive impact on morale and unit culture.…”

Medical Students’ Experiences of Teaching with Emotional Intelligence in Clinical Settings: A Qualitative Study

“…Furthermore, engagement can be de ned as students' efforts to learn [19]. Facilitating student-patient relationships plays an essential role in shaping students' competencies and promoting high quality patient care [20]. In these relationships, students experience patient care and treatment, which in turn leads them to become professionals who can be of high quality as the primary caregiver, and provide safe and effective care [21].…”

Persepsi mahasiswa tentang efektivitas pembimbing klinik

“…Aspek kepribadian ini menjadi salah satu aspek vital yang harus dimiliki oleh pembimbing klinik karena dapat berguna untuk mengelola stres pada saat mahasiswa menjalani pembelajaran klinik. Stres saat praktik klinik bisa terjadi karena mahasiswa takut melakukan kesalahan, dan takut pasien dan keluarga pasien menolak tindakan yang akan dilakukan oleh mereka (Suikkala et al, 2020). Dalam keadaan ini, karakteristik pribadi pembimbing klinik yang ramah dan suportif sangat penting bagi mahasiswa untuk mendukung dalam melakukan setiap tindakannya.…”