Thai nursing students' experiences when attending real life situations involving cardiac life support: A Phenomenological study

Matchim, Yaowarat; Kongsuwan, Waraporn

doi:10.1016/j.nedt.2015.05.010

Cited by 23 publications

(16 citation statements)

References 15 publications

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“…In clinical learning environments, the support and attitudes of nursing staff are vital for nursing students. The opportunities and encouragement given by nursing staff increased the confidence level of nursing students in clinical practice [33]. Clinical educators should explain the scope and evaluation criteria of clinical practice and the responsibilities of students so that students have practical expectations about the objectives of clinical education to avoid unnecessary stress [22].…”

Section: Discussionmentioning

confidence: 99%

Academic and clinical stress, stress resources and ways of coping among Turkish first-year nursing students in their first clinical practice

Bahadır-Yılmaz¹

2016

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Nursing students face both physical and psychosocial risks such as job stress at work during the training period. The aim of the study was to determine the academic and clinical stress, and the ways first-year nursing students cope in their first clinical practice. Methods: A descriptive, cross-sectional design was used. This study was carried out in the nursing department of Giresun University in Giresun, Turkey. The sampling consisted of 109 nursing students who agreed to participate in this study in the 2014-2015 academic spring term. A Personal Information Form, Ways of Coping Inventory (WCI) and Nursing Education Stress Scale (NESS) were used for gathering data. Results: Students generally had moderate levels of academic and clinical stress. Among the academic stressors, the highest frequencies were given to the preparing for the exam (67.9%). Among the clinical stressors, the highest frequencies were given to being criticized by teachers in clinical environments (56.0%), followed by encountering a dying patient (52.3%) and the fear of making practice errors (51.4%). While students mostly used self-confident and optimistic approaches, the social support seeking approach was employed less. The nursing education stress level varied in students according to gender (p < 0.05). Conclusion: In summary, the academic and clinical practice stress levels of nursing students were moderate in the first clinical practice. Therefore, it is suggested that a mentoring programme should be used to manage and regulate their academic and clinical practice stress level and to increase their positive coping strategies in nursing schools.

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Section: Discussionmentioning

confidence: 99%

Academic and clinical stress, stress resources and ways of coping among Turkish first-year nursing students in their first clinical practice

Bahadır-Yılmaz¹

2016

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“…The fact that students enjoy the learning experience contributes to the motivation to be transferred. It has been reported that nursing students, similar to working nursing staff, were empowered when perceived as learners and member of team during their clinical experience [21] [22]. Students thus prefer to learn within teams rather than merely observing, as they need to grasp knowledge and correlate it in clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Lebanese Student’s Experience of Benefits of High Fidelity Simulation in Nursing Education: A Qualitative Approach

Fawaz¹,

Hamdan‐Mansour²

2016

OJN

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Background: Simulation is perceived as an important part to the nursing clinical educational experience since it can offer a safe learning environment for the students' clinical practice. Objective: The purpose of this study was to explore the Lebanese student's experience of benefits of high fidelity simulation in nursing education. Design: A qualitative study using open-ended questionnaire. Setting: This study was implemented at private university in Lebanon between January and April 2015. Participants: A purposive sample was sought from those who have a simulated experience. Methods: Qualitative data were collected via interviews and analysed using a thematic approach. Findings: Four major themes were identified: "Bridging Theory to Clinical Practice", "Developing Critical Thinking and Decision-making", "Practicing Safely Leads to Enhancing Confidence", "Teamwork Spirit and students' motivation to earn and practice more". Conclusion: Simulation was found to be an acceptable learning strategy for novice nursing students. The use of simulations is a useful and effective learning strategy. Students with a higher positive attitude towards the simulation experience displayed better learning outcomes. Thus, the integration of simulation into the learning experience of nursing students will bridge the gap between theory and practice; enhance their critical thinking and motivation aptitudes along with traditional clinical practice by sparing them a safe milieu.

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“…In the few groups where meetings were focused on discussions of the Model of Practical Skill Performance, it seemed these discussions challenged the action learning process by shifting the attention away from the actual experience of using the model. eoretical input during action learning can be viewed as valuable [5], but in this project, the focus on theory reduced participants' opportunity to create knowledge from real-life actions where they applied the model during clinical supervision. A few clinical supervisors were not receptive to the ideas of the project and seemed to sustain their skepticism towards the model or the implementation method throughout the whole project period.…”

Section: Contextmentioning

confidence: 99%

“…Clinical placements in nursing education provide students with varied but also limited opportunities to practice, train, and perform practical skills in a health sector characterized by a high degree of specialization and introduction of new medical technologies [4]. Patients present with medical illnesses and symptoms that are difficult to imitate in a simulated setting, and they represent interesting, complex learning situations for nursing students [5,6]. Clinical supervisors thus play an important role in securing students' learning, helping them to build on previously acquired skills and knowledge, to obtain new skills, and to introduce models on how to become a proficient nurse [7].…”

Section: Introductionmentioning

confidence: 99%

Improving Clinical Nurses’ Development of Supervision Skills through an Action Learning Approach

Sommer

Larsén

Nielsen

et al. 2020

Nursing Research and Practice

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The aim of this study was to investigate action learning as an implementation method in a large-scale project with many participants in several autonomous and geographically spread groups. The focus of the implementation was the Model of Practical Skill Performance as a learning and supervision tool in the clinical education of nursing students. Nineteen action learning groups were established, and a total of 129 clinical supervisors and 13 facilitators were involved. To evaluate the implementation process, qualitative data were generated through three focus group interviews, questionnaires, and notes. Data illuminate clinical supervisors’ perceptions of value, impact, and sustainability when they participate in an action learning group to become familiar with the Model of Practical Skill Performance. The deductive data analysis was guided by central concepts from action learning. Action learning proved to be an engaging and effective tool in the implementation where the main strength seemed to be the autonomous local group supporting collective reflections on actions. Clinical supervisors had the right competences to adopt a reflective process-oriented approach, which is the hallmark of action learning. This study shows the necessity of collaboration between stakeholders in practice, education, and management to implement large-scale projects in clinical practice. The findings imply that managers should choose participants on the basis of their motivation and their voluntary wish to participate and that nurses’ immersion in the project over time aids implementation.

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Thai nursing students' experiences when attending real life situations involving cardiac life support: A Phenomenological study

Cited by 23 publications

References 15 publications

Academic and clinical stress, stress resources and ways of coping among Turkish first-year nursing students in their first clinical practice

Academic and clinical stress, stress resources and ways of coping among Turkish first-year nursing students in their first clinical practice

Lebanese Student’s Experience of Benefits of High Fidelity Simulation in Nursing Education: A Qualitative Approach

Improving Clinical Nurses’ Development of Supervision Skills through an Action Learning Approach

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