Nursing students’ learning dynamics and influencing factors in clinical contexts

Abstract

Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts.

Infection prevention climate and its influence on nursing students’ compliance with standard precautions

“…As members of the healthcare system, they are expected to strictly abide with the policies of a hospital, including its policies on IPC. Furthermore, various factors in the clinical exposure of nurses, such as interpersonal, sociocultural, instructional, environmental, emotional, and physical factors, influence NS clinical competency development (Lee, Clarke, & Carson, ); thereby strengthening the claim that student experience with hospital climate can have an impact on the development of their competencies, including their compliance with SPs.…”

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

“…In summary, health and social care educators require complex pedagogical competence, with strong and extensive training in the use of collaborative digital learning environments that helps students to learn new content. This should also be considered in nursing curricula (Flott & Linden, 2016;Lee et al, 2018) that advocate approaches based on students' self-directed learning (Cadorin et al, 2017;Kim & Suh, 2018) and constructivist teaching methods, founded on students' subjective experiences (Aliakbari et al, 2015). Ongoing hindrances in Europe include reductions in resources for health and social care education (ARENE, Rectors' Conference of Finnish Universities of Applied Sciences, 2016; Helminen et al, 2017;Saarikoski et al, 2013).…”

Strategies to promote academic motivation in nursing students: A qualitative study

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