The attitudes of student nurses toward clinical work

Abstract

Clinical work in nursing education is an important component of the nursing curriculum aimed at actively engaging student nurses with the necessary skills needed for the nursing profession. The attitude of nursing students toward clinical work is becoming a topic of interest for nursing researchers. The objectives of the study were to determine the perspective of practicing nurses on students' attitude toward clinical work. Structured and semi-structured questionnaires were administered to determine the attitude of nursing students towards clinical work from the perspective of 100 practicing nurses from Agogo Presbyterian Hospital. The results indicated that 63% of the respondents said nursing students reported late to work, 60% reported that students were absent from clinical work without seeking permission, and 64% reported they used mobile phones during clinical working hours. In addition, 41% of the respondents stated that the nursing students did not show commitment to clinical work. Also, the attitude portrayed by students had an influence on the way the medical and nursing staffs related to them. It is recommended that students should receive in-service training before going to the clinical area, so that they are aware of what is expected of them during clinical placement. Also, systems should be put in place to ensure that nursing students do not use mobile phones in the clinical environment. There should be preceptors in the ward to monitor and mentor student nurses. The nursing schools should periodically follow-up with practicing nurses, to assess the behaviors and attitudes of the nursing students.

Factors influencing Bachelor of Nursing Science students’ attitude towards clinical exposure

“…In line with previous research, [10][11][12] this study also showed that nursing students had a positive attitude towards clinical experience and that clinical practice and available opportunities provided a reflection of the process of becoming a professional nurse. This is contrary to Awuah-Peasah et al 's [5] finding that nursing students had a negative attitude towards clinical exposure. This was Research apparently seen in their behaviour during clinical training, which included nursing students reporting late for work, being absent from clinical work without permission, using mobile phones during clinical working hours and lacking commitment to clinical work.…”

“…[4] Attitude plays a major role in guiding human behaviour towards achievement of goals, awareness of consequences and effective processing of complex information regarding the learning environment. [5] An important part of working with undergraduate nursing students is therefore building a positive attitude to clinical exposure as a vital component of their training. Attitude to clinical exposure can crucially influence nursing skills and competence once the student nurse graduates and cares for hospital patients.…”

Nursing Students' Work Experience Based Perceptions of "Being a Good Nurse"

“…For instance, nursing students perceive empathy in regard to "being a good nurseˮ as nurses' ability to identify patients' feelings in an attempt to satisfy their needs within the nurse-patient/nurse-relatives relationship. This is linked to value of humanity, i.e., good nurses adhere to the principle that all patients must be treated equally, their dignity must be honoured, they must be accepted as they are, and treated with respect (Horton, Tschudin, Forget, 2007;Awuah-Peasah, Sarfo, Asamoah, 2013;Lachman, 2012). Nursing students underlined that 'being a good nurse' means demonstrating such features as sensitivity and kindness; however, to perform their duties in a competent manner, nurses must be able to manage their personal emotions.…”

Design and Evaluation of Reform Plan for Local Academic Nursing Challenges Using Action Research

“…The first exposure of nurses to instruction either improves their learning autonomy or makes them more dependent on instructors out of fear [4]. This can have a major effect on the role of educated professional nurses [1,5].…”

“…It is not possible to recommend a set of clinical teaching strategies that will be equally effective in every nursing education program. The faculty must decide which clinical teachings are congruent with the planned curriculum and relevant to its context [4].…”