Nursing students' perceptions of a clinical learning assessment activity: ‘Linking the puzzle pieces of theory to practice’

Pront, Leeanne; McNeill, Liz

doi:10.1016/j.nepr.2019.03.008

Cited by 13 publications

(13 citation statements)

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“…Students in nursing home practice placements have reported little time for reflection and care reasoning with their supervisors [ 12 , 41 ]. The supervision tends to be task-oriented and related to routine care, and transferable knowledge is not always recognised by students [ 42 , 43 ]. Ironside et al [ 10 ] found that students frequently missed cues indicating that the patient situations were more complex than merely completing assigned tasks.…”

Section: Discussionmentioning

confidence: 99%

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

et al. 2022

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Background Limited access to supervision, feedback and quality learning experiences pose challenges to learning in the clinical setting for first-year nursing students who are beginning their clinical experiences. Prior studies have indicated that simulation training, as a partial replacement of clinical practice hours, may improve learning. However, there has been little research on simulation training integrated as a partial replacement during first-year students’ clinical practice in nursing homes. The primary aim of this study was to examine first-year nursing students’ knowledge acquisition and self-efficacy in integrating a partial replacement of clinical hours in nursing homes with simulation training. Its secondary aim was to examine perceptions of how learning needs were met in the simulated environment compared with the clinical environment. Design The primary aim was addressed using an experimental design that included pre- and post-tests. The secondary aim was investigated using a descriptive survey-based comparison. Methods First-year students at a Norwegian university college (n = 116) were asked to participate. Those who agreed (n = 103) were randomly assigned to the intervention group (n = 52) or the control group (n = 51). A knowledge test, the General Self-efficacy Scale and the Clinical Learning Environment Comparison Survey were used to measure students’ outcomes and perceptions. The data were analysed using independent samples t-tests, chi-square tests and paired samples t-tests. Results Knowledge scores from pre- to post-tests were significantly higher in the intervention group than in the control group with a medium to large effect size (p < 0.01, Hedges’ g = 0.6). No significant differences in self-efficacy were identified. Significant differences (p < 0.05) were observed between the simulated and the clinical environment with regard to meeting learning needs; effect sizes ranged from small and medium to large (Cohen’s d from 0.3 to 1.0). Conclusion Integrating the partial replacement of clinical hours in nursing homes with simulation training for first-year nursing students was positively associated with knowledge acquisition and meeting learning needs. These findings are promising with regard to simulation as a viable partial replacement for traditional clinical practice in nursing homes to improve learning.

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Section: Discussionmentioning

confidence: 99%

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

et al. 2022

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“…Nursing education routinely employs a scaffold approach in the curricula, whereby information is presented by continually building on each other, throughout the programme of study (Pront & McNeill 2019 :85–90). This is made through the theoretical and practical components.…”

Section: Introductionmentioning

confidence: 99%

Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

Nuuyoma

2021

Curationis

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Background: Feedback was the backbone of educational interventions in clinical settings. However, it was generally misunderstood and demanding to convey out effectively. Nursing students were not confident and did not feel free to practise clinical skills during practical placements because of the nature of the feedback they received whilst in these placements. Moreover, they experienced feedback as a barrier to completing practical workbooks.Objective: The purpose of this article was to report on a qualitative study, which explored nursing students’ perceptions of the feedback they received in clinical settings, at a district hospital.Method: This study was conducted at a district hospital located in southern Namibia. An explorative qualitative design with an interpretivist perspective was followed. A total of 11 nursing students from two training institutions were recruited by purposive sampling and were interviewed individually. All interviews were audio recorded with a digital voice recorder followed by verbatim transcriptions, with the participants’ permission. Thereafter, data were analysed manually by qualitative content analysis.Results: Themes that emerged as findings of this study are feedback is perceived as a teaching and learning process in clinical settings; participants perceived the different nature of feedback in clinical settings; participants perceived personal and interpersonal implications of feedback and there were strategies to improve feedback in clinical settings.Conclusion: Nursing students appreciated the feedback they received in clinical settings, despite the challenges related to group feedback and the emotional reactions it provoked. Nursing students should be prepared to be more receptive to the feedback conveyed in clinical settings.

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“…17,18 Research and evaluation into simulation has demonstrated improvement in students' capacity to integrate theory and practice. 17,[19][20][21] The use of actors to enhance the reality of simulation has been utilized in nursing education although to date the research literature is limited. 22 There is, however, some evidence to suggest actors can enhance the benefits of simulation in achieving enhanced perceived self-efficacy, clinical competence, and improved communication skills.…”

Section: Introductionmentioning

confidence: 99%

“…Simulation provides a more realistic and safer environment for students to practice skills and directly apply theoretical learning to the skills they are performing in the clinical environment 17,18 . Research and evaluation into simulation has demonstrated improvement in students' capacity to integrate theory and practice 17,19‐21 …”

Section: Introductionmentioning

confidence: 99%

“It is much more real when it comes from them”: The role of experts by experience in the integration of mental health nursing theory and practice

Happell

Waks

Horgan

et al. 2020

Perspect Psychiatr Care

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Nursing students' perceptions of a clinical learning assessment activity: ‘Linking the puzzle pieces of theory to practice’

Cited by 13 publications

References 23 publications

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

Integrating simulation training during clinical practice in nursing homes: an experimental study of nursing students’ knowledge acquisition, self-efficacy and learning needs

Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

“It is much more real when it comes from them”: The role of experts by experience in the integration of mental health nursing theory and practice

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