Student nurse placements take a new direction

Purdie, Ann; Sheward, Louisa; Gifford, Elaine

doi:10.1016/j.nepr.2008.01.001

Cited by 12 publications

(5 citation statements)

References 6 publications

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“…Research also shows that a variety of teaching methods should be considered for both classroom and clinical practice (Seymour, 2006, Mitchell and Hall, 2007, Mooney and Timmins, 2007, Taylor et al, 2008, Baldacchino, 2010, in order to enrich content and cater for different learning needs, for example, self-study spirituality programme (Taylor et al, 2008), experiential spirituality education (Purdie et al, 2008, Baldacchino, 2010. However, experiential learning was limited to small groups of students and had a religious bias, also there are cost implications of making this available to all students.…”

Section: Discussionmentioning

confidence: 99%

“…An innovative two-week placement in Lourdes, with seriously ill and disabled people, was offered to six 3 rd year adult branch students from a UK University (Purdie et al, 2008), to increase their holistic caring skills. The experiential learning, relied on the role experience has in the learning process, also focus groups gave students insight into the development of the nature of caring.…”

Section: Spiritual Competencementioning

confidence: 99%

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Spirituality in pre-registration nurse education and practice: A review of the literature

Lewinson

McSherry

Kevern

2015

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Section: Spiritual Competencementioning

confidence: 99%

Spirituality in pre-registration nurse education and practice: A review of the literature

Lewinson

McSherry

Kevern

2015

Nurse Education Today

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“…Experiential learning and voluntary work could also be a resource of learning for health care professionals [63]. As presented earlier on the inter-professional educational programs, core study units and organization of short-or long-term voluntary activities facilitate students from various disciplines to learn together and share their learning experiences.…”

Section: Integrating Theoretical Learning On Spiritual Care Into the mentioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

103

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Abstract:Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients' spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author's creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. OPEN ACCESSReligions 2015, 6 595

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“…Maginnis and Croxon ( 2007 :218) insist that the clinical placement of students needs to prepare them adequately for practice in an environment that is constantly changing. Whilst nurses are generally trained in corresponding private and public clinical learning environments (CLEs), military nurses receive their own clinical learning experiences in the military health and public health institutions, for diverse clinical placement and to be exposed to different health care experiences that will equip them to nurse holistically (Purdie, Sheward & Gifford 2008 :315).…”

Section: Introductionmentioning

confidence: 99%

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

Lekalakala-Mokgele

Caka

2015

curationis

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BackgroundThe clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively.ObjectivesThis study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings.MethodUsing a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing.ResultsData analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment.ConclusionStudents cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning environment.

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Student nurse placements take a new direction

Cited by 12 publications

References 6 publications

Spirituality in pre-registration nurse education and practice: A review of the literature

Spirituality in pre-registration nurse education and practice: A review of the literature

Spiritual Care Education of Health Care Professionals

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

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