Swedish nursing students' experience of aspects important for their learning process and their ability to handle the complexity of the nursing degree program

Korean nursing students’ experiences of their first clinical practice

“…Such experiences further solidified the nursing identity and nursing spirit, and also provided positive anticipation and active participative attitudes for follow-on practices. Therefore, in order to facilitate nursing students to undergo a successful transition, clinical practices that are strongly related to theories need to be provided [4] , receiving respect and support from professors or clinical instructors is needed [16] , and positive relationships among colleagues would need to be strengthened [17] . Additionally, for nursing students to raise their senses of salience, cooperation and responsibility as well in clinical practice, rather than staying in the observation stage, it would be important to increase actual practice experience under the supervision of nurses or clinical instructors [8] .…”

“…One approach to clinical teaching is simulation to which students are equipped with nursing techniques and clinical decision making capabilities. Nursing students, however, still experience theorypractice gap while they undergo clinical practice which leads to dissatisfaction to the clinical component of their education [3,4] . Finding, therefore, what kind of experiences nursing students go through in their clinical practice must take precedence so that the actual practical training becomes effective.…”

“…The body of evidence on clinical practice of nursing students talks about anxiety [5,6] , learning process [4] , critical thinking process [7] , models of supervision on student [8] , cancer patient nursing [9] . These studies, however, were limited to reveal a holistic understanding of the experience with culture-specific dimension because they focused on specific topics or a part of their clinical experience.…”

Nursing students gain tools for knowledge utilisation through a work and research integrated learning assignment – a qualitative study

“…Nursing students felt that they did not understand the meaning of the research education, especially in their primary courses [13,14] . Instead of education related to research, they wished to have more practical training [15] .…”

“…Instead of education related to research, they wished to have more practical training [15] . However, this view changed to a greater understanding of the value of scientific method and research utilisation, once the students, during their clinical practice, had participated in a real research project [14] and had fulfilled a learning task in the form of an oral presentation and discussion around a nursing research article [15] . Allan and Smith [16] have discussed the difficulties in education related to research in nursing programmes and argue for the need for new methods for knowledge transfer, where knowledge learned in a theoretical context can be re-contextualised in the workplace [16] .…”