The nursing process: A supportive model for nursing students’ learning during clinical education - A qualitative study

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

“…The role of clinical supervisors is very important to student learning achievement (Cant, Ryan & Cooper, 2021;Löfgren et al, 2023;Mathisen et al, 2022). A role is a set of behaviours expected of an individual in relation to his or her status in society.…”

“…The clinical setting significantly influences students' learning and professional growth; when they care for patients requiring extensive nursing interventions, they actively engage in learning through providing nursing care (Ab Latif, 2017). A comprehensive assessment is carried out to determine the extent to which the clinical learning process has been executed in accordance with the established plan (Chen et al, 2021;Chen et al, 2023;Löfgren et al, 2023). Reporting serves as a means of conveying the assessment outcomes, while follow-up is a program that should be formulated according to the implications derived from the evaluation findings.…”

“…In a clinical assignment, students practice their psychomotor abilities and develop their decision-making skills while adhering to moral and ethical standards. Written assignments in the nursing field involve a range of tasks (Jaganath, Bimerew & Mthimunye, 2022), including creating nursing plans (Cant, Ryan & Cooper, 2021;Demirelli & Karaçay, 2024;Inocian et al, 2022;Liu et al, 2023;Mathisen et al, 2022;Splitgerber, Davies & Laker, 2021), conducting case studies (Chen et al, 2023), developing health education plans (Kurt & Eskimez, 2022), documenting processes (Akça & Berşe, 2023;Koldestam et al, 2021;Löfgren et al, 2023;Ordu & Çalışkan, 2023), generating visit reports (Cant, Ryan & Cooper, 2021;Chen et al, 2023;Fitzgerald et al, 2023), writing academic papers (Mathisen et al, 2022), and recording student work notes based on field observations and practical experiences (Akça & Berşe, 2023;Ama Amoo & Enyan, 2022;Heaton-Shrestha et al, 2023;Inocian et al, 2022;Jaganath, Bimerew & Mthimunye, 2022;Kurt & Eskimez, 2022).…”

“…The purpose of clinical learning is to provide students with the opportunity to apply the theoretical information they have gained in the classroom to practical settings in the medical world (Ama Amoo & Enyan, 2022;Chan et al, 2021;Kurt & Eskimez, 2022;Ying et al, 2023), to enable them to acquire genuine experience and develop professional competencies (Ezzeddine et al, 2023;Fitzgerald et al, 2023;Inocian et al, 2022;Lee et al, 2023), including intellectual (Heaton-Shrestha et al, 2023;Kurt & Eskimez, 2022), technical (Liu et al, 2023;Löfgren et al, 2023;Ying et al, 2023), and interpersonal skills (Chan et al, 2021;Jaganath, Bimerew & Mthimunye, 2022). The aim of nursing clinical learning is to enhance the capacity and competence of nursing students as educators (Mathisen et al, 2022), practitioners, administrators, and researchers (Fitzgerald et al, 2023) in the nursing field.…”

“…Learning methods serve as a mechanism for imparting educational content to students, facilitating their acquisition of the necessary skills and information. Effective learning methods have the potential to acquire these skills (Ama Amoo & Enyan, 2022;Löfgren et al, 2023). This learning method is an educational strategy that includes theoretical instruction, practical application, and real-world clinical practice.…”