What we know and what they do: nursing students’ experiences of improvement knowledge in clinical practice

Abstract

Nations around the world face mounting problems in health care, including rising costs, challenges to accessing services, and wide variations in safety and quality. Several reports and surveys have clearly demonstrated that adverse events and errors pose serious threats to patient safety. It has become obvious that future health professionals will need to address such problems in the quality of patient care. This article discuss a research study examining improvement knowledge in clinical practice as experienced by nursing students with respect to a patient-centred perspective, knowledge of health-care processes, the handling of adverse events, cross-professional collaboration, and the development of new knowledge. Six focus groups were conducted, comprising a total of 27 second-year students. The resulting discourses were recorded, coded and analysed. The findings indicate a deficiency in improvement knowledge in clinical practice, and a gap between what students learn about patient care and what they observe. In addition the findings suggest that there is a need to change the culture in health care and health professional education, and to develop learning models that encourage reflection, openness, and scrutiny of underlying individual and organizational values and assumptions in health care.

Exploring the environment of clinical baccalaureate nursing students' education in Iran; A qualitative descriptive study

“…This is not surprising, as the literature in nursing continues to refer to caring as a nebulous, elusive, and problematic concept in nursing education (Kyrkjebø andHage 2005, Apesoa-Varano 2007). A conflict between theory and practice and having no plan during internship period is a common problem for nursing students, often leading to confusion and role ambiguity Taylor 2008, Ewertsson, Allvin et al 2015).…”

Assessment of Midwifery Student Preparation for Performing the Role of Breast Cancer Educator

“…The role of a midwife entails first of all promoting healthy lifestyle and preparation to self-observation in all periods of life to detect early and get rid of all risk factors of cancerous disease (Kyrkjebø and Hage, 2005;Plesnicar et al, 2010;Harhra and Basaleem, 2012). …”

Exploration of the Gap between Theory and Practice in Tunisia Nurse Education System: A Cross-Sectional Descriptive Study with a Focus on Hand Hygiene

“…Such divergence in beliefs between employers and educators is what pushed nursing scholars and their institutions around the world to investigate and eventually suggest solutions to the apparent gap between theory and practice (Kyrkjebø & Hage, 2005) .…”