The challenges of supporting nursing students in clinical education

Jafarian_amiri, Seyedeh Roghayeh; Zabihi, Ali; Qalehsari, Mojtaba Qanbari

doi:10.4103/jehp.jehp_13_20

Cited by 23 publications

(16 citation statements)

References 30 publications

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“…It found that nursing students faced several challenges in connection with clinical practice such as anxiety and fear, ineffective clinical education, organizational-environmental stress, and socio-cultural challenges. However, most studies only highlighted the presence of such challenges, while few studies dealt with their causes [ 29 ]. This pilot-study aimed to evaluate a new concept of clinical practice to create a new clinical learning environment to support nursing students’ independence and well-being, increase the feeling of belonging, strengthen the relationship with the healthcare staff, and facilitate the transition from student to working life.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Thomsen,

Jørgensen,

Kynde Schøtz

et al. 2024

BMC Nurs

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Background Nursing students may experience clinical practice as unsafe due to the interactions with patients, fear of making mistakes, lack of clinical experience and supervision, which results in anxiety and stress. Thus, interventions to improve and organize the learning environment in clinical practice for nursing students are warranted, and the aim of this pilot-study was to evaluate a new concept of clinical practice in order to get insight on the different initiatives and gain knowledge for further developing. Methods The new concept consisted of nursing students being affiliated to the same department during their clinical practices, reflective supervision, and participation in a self-compassion course. Data was collected using questionnaires and focus group interviews of 17 nursing students, 17 clinical supervisors, and 14 head nurses. A mixed-methods strategy was employed to give the study a pragmatic approach. Finding from the questionnaires and focus group interviews were analyzed separately and then weaved together into themes. Results The results generated four themes: Information and involvement before and during the new concept, Learning outcomes, safety, and well-being, Impact of reflective supervision and self-compassion course, and Transition from study life to working life. In general, the participating nursing students, clinical supervisors, and head nurses had positives experiences regarding the new concept. They felt well-informed, and they experienced that it contributed to a safe learning environment, increased well-being, strengthened the relationship between nursing students and clinical supervisors and healthcare staff at the department, and prepared the nursing students to working life. Conclusion Our results complement the suggestion that improved quality of clinical practice for nursing students is an effective strategy to establish a safe and supportive learning environment that contribute with satisfaction, successful experiences, and attraction of future nurses. However, further intervention studies are needed to compare the effect of the new concept with traditional clinical practice.

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Section: Discussionmentioning

confidence: 99%

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Thomsen,

Jørgensen,

Kynde Schøtz

et al. 2024

BMC Nurs

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“…The researchers concluded that nursing faculty caring behaviors are instrumental in motivating student progression through the curriculum and faculty support plays a significant role in students’ academic success in relation to both classroom and clinical learning 16,17. Jafarian-Amiri et al17 added that clinical education requires a caring environment that fosters a supportive atmosphere and clinical stressors must be mitigated by nursing faculty. Faculty support and creating a safe space for learning in the online classroom environment was also essential to classroom learning 18…”

Section: Relevant Literaturementioning

confidence: 99%

“…Several systematic reviews were conducted that examined the impact of perceived faculty support and caring on nursing students. The researchers concluded that nursing faculty caring behaviors are instrumental in motivating student progression through the curriculum and faculty support plays a significant role in students’ academic success in relation to both classroom and clinical learning 16,17. Jafarian-Amiri et al17 added that clinical education requires a caring environment that fosters a supportive atmosphere and clinical stressors must be mitigated by nursing faculty.…”

Section: Relevant Literaturementioning

confidence: 99%

Promoting Nursing Student Mental Health Wellness

Stubin,

Ruth-Sahd,

Dahan

2023

Nurse Educator

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Background: Being aware of elevated levels of student psychological distress by nursing faculty, and subsequently responding to it, may diminish nursing students' experience of negative mental health well-being. Purpose: Relationships between perceived faculty support, resiliency, and the prevalence of depression, anxiety, and stress among undergraduate nursing students were explored. Methods: An exploratory mixed-methods design was used for this descriptive, cross-sectional study. The Depression, Anxiety, and Stress Scale-21, Brief Resilience Scale, Perceived Faculty Support Scale, a demographic questionnaire, and open-ended questions were used to collect data. A convenience sample of 989 undergraduate baccalaureate nursing students from across the United States completed the surveys. Results: Study results revealed resilience strategies and psychological and functional supportive faculty behaviors and actions are substantial predictors of lower depression, anxiety, and stress in undergraduate baccalaureate nursing students. Conclusions: Investments in faculty development to support nursing student resilience may reduce the degree of negative mental health well-being that students exhibit related to nursing education and promote their successful transition to nursing practice.

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“…This interaction with the real-life workplace provides nursing students with the opportunity to apply their theoretical knowledge to clinical practice, develop their professional identity and contemplate their future careers [ 1 , 2 ]. However, despite its multifaceted benefits, learning within the clinical environment is not without its obstacles, with students challenged by lack of access to adequate supervision, suboptimal learning encounters and passive involvement in clinical tasks [ 3 , 4 ]. Such experiences of clinical placement are problematic, given the demonstrated association between student satisfaction with clinical placement and learning outcomes, motivation to continue their nursing education and student well-being [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

A qualitative study of the value of simulation-based training for nursing students in primary care

Bray,

Østergaard

2024

BMC Nurs

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Background Clinical placement is an essential component of nursing education, providing students with the opportunity to apply theoretical knowledge to practice. However, challenges such as lack of supervision and passive involvement in tasks can hinder the learning experience. Supplementing clinical placement with simulation-based training (SBT) has been explored as a potential solution, though this approach has been underexplored within primary care. This study aimed to explore the educational value of a supplemental SBT course for nursing students during primary care placement, as well as the adaption of this approach to a primary care setting. Methods A qualitative descriptive study was conducted at a medical education and simulation academy in Denmark. Sixth-semester nursing students on placement in primary care were invited to participate. The intervention consisted of a three-day simulation course covering core nursing competencies and common clinical conditions encountered within primary care. Simulation adopted a standardised patient approach. Data was collected using focus group interviews, which was analysed using inductive thematic analysis. Results Thirty-one nursing students participated in the study. Seven themes emerged from the analysis, including perceptions, educational value, simulation adjustments to primary care, educators’ competencies, learning needs within primary care, challenges of clinical placement and career guidance. Generally, participants perceived the intervention positively, appreciating its relevance to their clinical placement and its educational impact in this context. Participants also provided insights into the adaptation of SBT to a primary care setting, as well as nursing students’ learning needs within this context. Conclusion The findings indicate that the intervention had a positive impact on participant competencies within this context and enhanced their clinical practice within primary care. Furthermore, the results inform educators on how to effectively employ primary care-related SBT. Overall, this study supports the need for an increased application of SBT within primary care. Trial registration Not relevant.

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The challenges of supporting nursing students in clinical education

Cited by 23 publications

References 30 publications

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Promoting Nursing Student Mental Health Wellness

A qualitative study of the value of simulation-based training for nursing students in primary care

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