Journal articles on the topic 'Student nurse experience'
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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (May 7, 2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.
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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.
Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.
Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified.
Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (August 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Moffa, Christine. "Student Paper." International Journal of Human Caring 19, no. 1 (February 2015): 63–65. http://dx.doi.org/10.20467/1091-5710.19.1.63.
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Novice nurses face several challenges, including increased clinical responsibilities and fitting in with other staff members, leaving them at risk for decreased job satisfaction, burnout, and possibly exiting their position or the profession altogether. Frequently, novice nurse orientation focuses on the acquisition of clinical skills; it serves the facility’s needs, but lacks a caring component that acknowledges the nurse as an individual. Nurse educators are in a unique position to develop orientations that will support and enhance the experience of novice nurses. This paper presents an exemplar of applying caring to novice nurse orientation using Swanson’s theory of caring.
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Kyle, Richard G., Michelle Beattie, and Annetta Smith. "Transition into remote and rural nurse education and careers: a qualitative study of student nurses." Journal of Research in Nursing 25, no. 6-7 (June 23, 2020): 509–20. http://dx.doi.org/10.1177/1744987120908911.
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Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a qualitative study involving semi-structured telephone and face-to-face interviews with pre-nursing scholarship participants. Results An authentic pre-nursing experience supported school pupils’ transition to nurse education. First, it increased students’ self-efficacy, both in their decision to choose nursing as a career and their ability to nurse. Second, it helped students to realise that the opportunity to study closer to home was available to them. Third, it supported students’ educational and social integration, helping them feel prepared for university teaching and learning approaches and the social experience of being a student. Conclusions Pre-nursing experience can support transition into nurse education and contribute to career pathways that support recruitment and retention of nurses in remote and rural areas.
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Black, Sharon, Joan Curzio, and Louise Terry. "Failing a student nurse." Nursing Ethics 21, no. 2 (August 28, 2013): 224–38. http://dx.doi.org/10.1177/0969733013495224.
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The factors preventing registered nurses from failing students in practice are multifaceted and have attracted much debate over recent years. However, writers rarely focus on what is needed to fail an incompetent pre-registration nursing student in their final placement. This hermeneutic study explored the mentor experience of failing a pre-registration nursing student in their final placement. A total of 19 mentors were recruited from 7 different healthcare organisations in both inner city and rural locations in the southeast of England. Participants took part in individual reflective interviews about their experience of failing a pre-registration nursing student in their final placement. These experiences were interpreted through a hermeneutic discovery of meaning. The new horizon of understanding which developed as a result of this research is framed within the context of moral stress, moral integrity and moral residue with the overall synthesis being that these mentors’ stories presented a new horizon of moral courage.
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Alboliteeh, Mohammad, Judy Magarey, and Richard Wiechula. "The professional journey of Saudi nurse graduates: A lived experience." Clinical Nursing Studies 6, no. 1 (December 7, 2017): 76. http://dx.doi.org/10.5430/cns.v6n1p76.
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Objective: To illuminate the lived experience of Saudi Nurse graduates during their early years in the workplace as professional nurses encompassing their experiences from being nurse students, preparations to become registered nurses, their struggles from being a student to a professional nurse, their cultural competence towards colleagues and patients in their new workplace, their impression of Nursing as a profession and other challenges they faced in especially on language and communication with their patients and colleagues.Methods: An interpretive phenomenological inquiry was utilized to inquire and discover the lived experiences of Saudi Nurse graduates to their job as nurses in different hospitals in Riyadh, Saudi Arabia. A total of 12 nurses were interviewed for this study in the course of 5 months. The interviews conducted with the 12 nurses were audiotaped recorded and subsequently transcribed in verbatim form and the Collaizi Method was used for the extraction of meanings from the interviews.Results: Five major themes were identified in the transcribed form of the interview and 11 subthemes emerged as well. The five major themes were educational preparation, transition into practice, cultural competence, image of nursing and language and communication.Conclusions: The study described the different challenges faced by Saudi nurse graduates from being students to professionals based from their experiences as newly employed staff nurses in different hospitals in Saudi Arabia. Their stories captured the story of novice nurses not only as a Saudi but may be true for other nationalities. These stories are shared by all nurses across the world who struggle to meet the demands of the nursing profession.
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Lewin, David. "Clinical experience in student nurse training." Nursing Standard 3, no. 27 (April 1989): 12–14. http://dx.doi.org/10.7748/ns.3.27.12.s76.
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Clemmensen, Joy. "A Student Nurse Intern’s Coaching Experience." Creative Nursing 14, no. 3 (August 2008): 135–36. http://dx.doi.org/10.1891/1078-4535.14.3.135.
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Kreedi, Fatmah, Michael Brown, and Lynne Marsh. "The Experience of the Transition from a Student Nurse to a Registered Nurse of Kuwaiti Newly Graduated Registered Nurses: A Qualitative Study." Healthcare 10, no. 10 (September 23, 2022): 1856. http://dx.doi.org/10.3390/healthcare10101856.
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Background: The experience of the transition from a student nurse to a registered nurse is a challenging period for newly graduated registered nurses. Aim: To explore newly graduated registered nurses’ experiences of transition from student to registered nurse in clinical practice. Design: A qualitative approach using semi-structured interviews conducted with 12 Kuwaiti newly graduated registered nurses. Findings: The findings generated three themes: nursing support; education preparation; and psychological wellbeing. Discussion and conclusion: This study is the first in Kuwait aiming to understand Kuwaiti national newly graduated registered nurses’ transition experiences from student nurses to registered nurses in clinical practice. While the study revealed that newly graduated registered nurses received limited organisational support, the nursing policymakers in health care organisations and nursing education in Kuwait need to develop plans to improve newly graduated registered nurses’ knowledge, skills and confidence and align them with the roles and realities of actual nursing practice, to improve retention. There is a need to change the societal image of nursing in Kuwait by highlighting the importance of the nursing profession within the health care delivery. The study recommends further research on newly graduated registered nurses’ transition experiences into their new nursing roles to identify the factors behind their decision to stay or to leave, as this could offer possible solutions to address newly graduated registered nurses’ retention in the future.
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Babenko-Mould, Yolanda, and Heather K. S. Laschinger. "Effects of Incivility in Clinical Practice Settings on Nursing Student Burnout." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 145–54. http://dx.doi.org/10.1515/ijnes-2014-0023.
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AbstractAims. To examine the relationship between nursing students’ exposure to various forms of incivility in acute care practice settings and their experience of burnout. Background. Given that staff nurses and new nurse graduates are experiencing incivility and burnout in the workplace, it is plausible that nursing students share similar experiences in professional practice settings. Design and sample. A cross-sectional survey design was used to assess Year 4 nursing students’ (n=126) perceptions of their experiences of incivility and burnout in the clinical learning environment. Methods. Students completed instruments to assess frequency of uncivil behaviors experienced during the past six months from nursing staff, clinical instructors, and other health professionals in the acute care practice setting and to measure student burnout. Results. Reported incidences of incivility in the practice setting were related to burnout. Higher rates of incivility, particularly from staff nurses, were associated with higher levels of both components of burnout (emotional exhaustion and cynicism).
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Baker, Omar Ghazi, and Musaad Salem Alghamdi. "Casey-Fink Graduate Experience Survey for Nurses and Preceptors in the Kingdom of Saudi Arabia." Nurse Media Journal of Nursing 10, no. 1 (April 22, 2020): 76–85. http://dx.doi.org/10.14710/nmjn.v10i1.29056.
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Background: Preceptors play an essential role in supporting new nurses during the transitional period in professional roles. Moreover, graduate nurses experience several challenges during their transitional role from students to professional nurses, despite the considerable relationship between nurses and preceptors.Purpose: The study aims to evaluate the relationship between the experiences of nurses using Casey-Fink Graduate Nurse Experience Survey and the number of preceptors in Saudi hospitals.Methods: A cross-sectional study design was adopted, and Casey-Fink Graduate Nurse Experience Survey was used to collect data from 84 newly graduated nurses. Descriptive and regression analysis was used for data analysis.Results: Results showed that there was no statistically significant relationship between the responses of 5 factors of the Casey-Fink Graduate experience survey and the number of preceptors. Based on the survey, (33.8%) had to stress whereas significant causes of stress were student loans (41.9%), personal relationships (13.5%), living situation (27%), and finances (10.8%).Conclusion: No statistically significant relationship was found between variables including; support, patient safety, communication/leadership, professional satisfaction, and job satisfaction. The significance of preceptorship programs should be considered by the primary health care corporation to support and prepare preceptors of newly graduated and recruited nurses.
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Yonge, Olive, Florence Myrick, and Mary Haase. "Student Nurse Stress in the Preceptorship Experience." Nurse Educator 27, no. 2 (March 2002): 84–88. http://dx.doi.org/10.1097/00006223-200203000-00012.
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Oates, Jennifer, Timothy Worth, and Sam Coster. "You’re not a normal student. The meaning of wellbeing for student nurses." Journal of Mental Health Training, Education and Practice 16, no. 5 (August 11, 2021): 353–63. http://dx.doi.org/10.1108/jmhtep-01-2021-0002.
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Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.
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Nortvig, Anne-Mette, Rasmus Jørnø, and Bjarke Lindsø Andersen. "Adoption of an Adaptive Learning Resource, Rhapsode™, in Nurse Education: Students’ Expectations and Experiences." Learning Tech, no. 11 (August 16, 2022): 107–24. http://dx.doi.org/10.7146/lt.v7i11.128179.
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This article presents the first finding from a research project that design for and test the implementation of an adaptive learning technology, RhapsodeTM, in nurse education in Denmark. Based on the empirical data that was generated from 12 h of classroom teaching observations and interviews with 11 student nurses, the article asks the question of how the student nurses experience and react to the new digital learning resource. The student nurses reacted very differently to the technology, and it is the descriptions, reasons and discussions of these reactions and experiences that are in focus in this article.
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Harini, Mira, and Eny Kusmran. "STUDENT NURSES’ EXPERIENCES OF CARING FOR BASIC NURSING SKILLS DURING CLINICAL PRACTICE IN RAJAWALI HOSPITAL BANDUNG." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 2 (March 13, 2018): 103. http://dx.doi.org/10.24990/injec.v1i2.60.
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Introduction. Clinical teaching is the means by which student nurses learn to apply the theory of nursing, facilitating integration of theoretical knowledge and practical skills in the clinical setting which becomes the art and science of nursing. Caring is values essential to professional practice and become socialized into the nursing profession. The purpose of this study was to explore nursing students’ experiences of caring for basic nursing skills during clinical practice in Rajawali hospital Bandung. Method. A qualitative research design was used and data were collected by in-depth interview. Six students from third semester who had completion of their fundamental of nursing clinical practice experience. Two instructors as key informants. Result. Analysis of collected information suggested that students do learn about caring in the clinical areas. Information analysis also revealed several common, such as feel fear and anxious, feel disgusted when helping defecation or bathing. Most students get the positive experience such as learning and respect of patients and their families. Most students were afraid to take nursing skills, poor theory-practice integration and feared looking foolish, had difficulty communicating and poor interpersonal relationships with the patients. The professional nurse challenges were to provide the best services and respect to the patients needs. Discussion. The results of the information analysis suggest some implications for nurse educators. Positive learning environments should be developed that enable students to retain clear caring values and to realize the potential of caring practice. Students require time to reflect about their clinical experience in order to integrate the experience with practicing sense of caring professional. Keywords: student nurses, caring, clinical practice
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Jooste, K., and E. Joordan. "Student nurses' perceptions of the nurse manager as a 'servant leader'." Africa Journal of Nursing and Midwifery 14, no. 1 (March 29, 2022): 76–88. http://dx.doi.org/10.25159/2520-5293/9185.
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South Africa focuses on service delivery at primary health care (PHC) clinics. A 'servant leader' could guide student nurses towards service delivery at PHC clinics. The purpose of this study was to describe the role of nurse managers acting as servant leaders of student nurses at some PHC clinics in the Johannesburg, South Africa, area. A quantitative, exploratory and descriptive design was followed. The accessible population comprised 302 third- and fourth-year diploma and degree student nurses enrolled at a university in Johannesburg and its affiliated nursing college who were allocated to PHC clinics for learning experience. A survey was conducted by means of a structured questionnaire which was returned by 288 (95%) respondents. The findings indicated that student nurses perceived shortcomings in the nurse managers as 'servant leaders' regarding empowerment, compassion and role modelling. Nurse managers should be briefed with regard to empowering student nurses, showing compassion and role modelling during interaction with them as well as building relationships of trust between them and the student nurses.
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Kelly, Norma R., Mary Shoemaker, and Tim Steele. "The Experience of Being a Male Student Nurse." Journal of Nursing Education 35, no. 4 (April 1996): 170–74. http://dx.doi.org/10.3928/0148-4834-19960401-08.
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McDougall, Tim. "The elective experience: student choice in nurse education." British Journal of Nursing 5, no. 19 (October 24, 1996): 1203–5. http://dx.doi.org/10.12968/bjon.1996.5.19.1203.
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Land, Lucy M. "The student nurse selection experience: a qualitative study." Journal of Advanced Nursing 20, no. 6 (December 1994): 1030–37. http://dx.doi.org/10.1046/j.1365-2648.1994.20061030.x.
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Holm, S. G. "Learning outcomes for nurse students in mental health fieldin Northern Norway." European Psychiatry 26, S2 (March 2011): 1312. http://dx.doi.org/10.1016/s0924-9338(11)73017-6.
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IntroductionThe nurse students have 8 weeks in practice in Mental Health Care in the community mental health care and district psychiatric centres (DPS). The course objectives are common for the nurse students. In this learning period in practice they are followed up by nurses in practice. The student, nurse and the teacher meet each other three times during the practice period.ObjectiveThe main question for this study was: Did the nurse students experience the possibility of reaching the intended learning outcomes in the Mental Health field course (12 credits)?AimWas to gain knowledge about the intended learning outcomes nurse students could reach in practice.MethodAn explorative study design was chosen for the pilot study. The data came from 26 students who were secondary years nurse students.ResultsThe result shows that of 16 learning outcomes, 5 differed; Knowledge in mental health nursing, Care Management, Treatment, The legal aspects of Mental Health Care, and Administration of drugs. The students experienced that they could not fully reach the learning outcomes. The findings are discussed based upon theory in communication, caring and learning.ConclusionsBased on this result, we need to reconsider some aspects of the role of the faculty members and the role of the clinical preceptors in this course.
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Hayward, Melanie. "The self-selected use of social media for the pre-registration student nurse journey: An interpretative phenomenological analysis." Journal of Nursing Education and Practice 12, no. 2 (October 18, 2021): 59. http://dx.doi.org/10.5430/jnep.v12n2p59.
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Objective: To explore the lived experience of the phenomenon of self-selected social media use through the viewpoint of UK pre-registered student nurses in relation to their studies.Methods: Seven UK pre-registration student nurses who used social media in relation to their nursing studies were interviewed during February and March 2020. Semi-structured interviews were transcribed and analysed using interpretative phenomenological analysis.Results: Four themes indicated that students used social media to discover, create and control their ‘own space’ for personal and professional benefit, through a ‘whole new world’ of social connections, ‘opening doors’ for learning and development to support themselves and each other on their ‘journey to be nurses’. The analysis also revealed an inherent journey of self-discovery affording self-empowerment and resilience, the significance of which was dependent on each participant’s characteristics and experiences.Conclusions: Social media use may have the potential to assist student nurse decisions related to, enhance the experience of, and engagement in, their education. As an international phenomenon, social media could be considered as an agent to improve student nurse retention and facilitate recruitment. Future research is recommended to explore the use of social media in this way as well as the challenges to its use.
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Bossi, Larraine, and Stephanie Porter. "Calming and Coping Strategies for the School Nurse’s New Year." NASN School Nurse 26, no. 6 (October 18, 2011): 368–72. http://dx.doi.org/10.1177/1942602x11420879.
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The school nurse is often sought out by students because he or she has an ability to listen to the student, offers an intervention that focuses attention on the student, and allows the student to experience her or his symptom in a new way. Helping the student to change the way the symptom is experienced, shifting focus, and adapting to a new awareness are all ways of using mind-body concepts. Many states’ Boards of Nursing Registration have developed rulings expanding the scope of practice to include mind-body interventions. This article will explain three such interventions applicable to the school nurse setting: breathing exercises, mindfulness practices, and the use of imagery.
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van Wyngaarden, Angeline, Ronell Leech, and Isabel Coetzee. "Challenges nurse educators experience with development of student nurses’ clinical reasoning skills." Nurse Education in Practice 40 (October 2019): 102623. http://dx.doi.org/10.1016/j.nepr.2019.102623.
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Vuolo, Julie C. "Student nurses’ experiences of incivility and the impact on learning and emotional wellbeing." Journal of Nursing Education and Practice 8, no. 4 (December 12, 2017): 102. http://dx.doi.org/10.5430/jnep.v8n4p102.
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Background: Incivility is the display of intimidating, rude, disruptive or undesirable behaviours. Incivility in nursing has the potential to impact on the learning environment, student wellbeing and patient outcomes. Although it is a globally recognised phenomenon, relatively little is known about it in the context of nurse education in the United Kingdom, where the students’ time is divided equally between theory and practice and a nurse mentor is allocated to each student when on clinical placement.Methods: A phenomenological qualitative design was used to explore the experiences of ten student nurses studying on a three year degree level pre-registration (pre-licensure) nursing programme. Data was collected by in-depth, semi-structured, face-to-face interviews which were tape-recorded and transcribed verbatim. Thematic analysis was conducted using Interpretative Phenomenological Analysis as a framework.Results: Student nurses can experience incivility in both classroom and clinical settings with negative consequences in terms of learning and personal wellbeing. Four superordinate (main) themes (Knowing-Not Knowing/Positioning/The Invisible Student/Distraction) were identified along with a further fifteen subordinate themes which included misuse, being nameless and feeling a burden.Conclusions: These findings add further to our understanding of incivility in nursing education and specifically the potential for incivility to impact on learning and students’ emotional wellbeing. Incivilities related to ‘the Invisible Student’ and ‘Knowing-Not Knowing’ are particularly worthy of further exploration as they reveal a hitherto unappreciated dimension of this complex, globally recognised phenomena.
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Kerstein, MB, and M. Hasler. "Introducing student nurses to critical care: shadow a critical care nurse." Critical Care Nurse 10, no. 7 (June 1, 1990): 16–18. http://dx.doi.org/10.4037/ccn1990.10.7.16.
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The lack of student experience in critical care makes it difficult for graduate nurses to anticipate what expectations and demands might confront them in intensive care. Consequently, some new graduates discounted critical care as an opportunity available to them. Our institution believed that critical care had special qualities and if those qualities could be demonstrated to nurses, recruitment would improve. An unexpected benefit from the program was the positive staff nurse response to showcasing their skills and expertise. The success of the program was evidenced by the student evaluations and the hiring of students. To date, seven nursing students out of 20 who attended the program have been hired by the hospital. The long-term impact of the program on retention and recruitment is difficult to predict. The department will track these students, as they do all new hires; however, the initial success warranted continuation of the program. Student response to the program has resulted in plans to expand the "shadow a nurse" concept housewide to showcase the nursing specialities such as rehabilitation, maternal/child health, oncology, orthopedics, chemical dependency, and critical care. Current planning involves designing a program aimed toward high school students, with the goal of encouraging young people to consider nursing as a career.
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Best, Stephanie, Arja Koski, Lynne Walsh, and Päivi Vuokila-Oikkonen. "Enabling mental health student nurses to work co-productively." Journal of Mental Health Training, Education and Practice 14, no. 6 (October 24, 2019): 411–22. http://dx.doi.org/10.1108/jmhtep-10-2018-0063.
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Purpose The purpose of this paper is to investigate the use of innovative teaching methods and share a four-step model, to promote the use of co-production in mental health practice. Design/methodology/approach The case study approach highlights three real-life examples of day to day experiences in mental health nurse education with innovative approaches to sharing and developing co-production skills and attitudes in mental health student nurses. Findings The case studies highlight three settings where undergraduate mental health nurses experience co-production through a world café event and dialogical community development. Common themes include setting the environment, developing a common aim and relationship building. Research limitations/implications A limitation of this paper is that only three case studies are provided, further examples would provide a greater pool of exemplars for others to draw on. However, by focusing upon student nurse education in learning environment, these examples are transferable to other settings. Practical implications The practical applications are summarised in a four-step model that can help develop co-productive teaching methods; enable educators to set the climate and generate an understanding of co-production that empowers students and service users. Social implications The emphasis and relevance of promoting co-productive working habits early on in nurses’ mental health nursing careers will enable them to raise awareness of future social implications for a range of client groups. Originality/value This paper focuses upon mental health student nurses whilst providing an innovative model to facilitate co-production experiences applicable in a range of settings.
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Thornton, Matthew, Linda Jones, Rhiannon Jones, and Gail Lusardi. "If the public can vaccinate, why not students? Review of a student nurse placement in a mass vaccination centre." British Journal of Nursing 31, no. 7 (April 7, 2022): 386–92. http://dx.doi.org/10.12968/bjon.2022.31.7.386.
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Delivery of the COVID-19 vaccine has been made possible in part through the use of mass vaccination centres (MVCs). The primary legal framework underpinning the MVC programme is a national protocol enabling registered and non-registered healthcare workers to contribute to the safe and effective administration of the vaccine. The national protocol provided a vehicle for an innovative supervised student nurse placement within an MVC in south Wales. This placement, for undergraduate pre-registration student nurses, formed part of a service improvement project. Through student feedback prior to, and following, the short placement, the learning was unequivocal in terms of knowledge and skills acquisition related to safe and effective vaccine administration, with students providing clear feedback on the positive nature of the placement experience. A placement within an MVC offers a rich educational experience for student nurses, which as yet appears to be underutilised across the UK.
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Zrinyi, Miklos, and Zoltan Balogh. "Student Nurse Attitudes Towards Homeless Clients: a challenge for education and Practice." Nursing Ethics 11, no. 4 (July 2004): 334–48. http://dx.doi.org/10.1191/0969733004ne707oa.
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The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization.
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Park, Eun-Jun, and Hyunwook Kang. "Nurse educators’ experiences with student incivility: a meta-synthesis of qualitative studies." Journal of Educational Evaluation for Health Professions 17 (August 11, 2020): 23. http://dx.doi.org/10.3352/jeehp.2020.17.23.
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This study aimed to synthesize the best available qualitative research evidence on nurse educators’ experiences with student incivility in undergraduate nursing classrooms. A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature published by March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Eleven studies that met the inclusion criteria were selected for review. From the pooled study findings, 26 descriptive themes were generated and categorized into the following 5 analytical themes: (1) factors contributing to student incivility, (2) management of student incivility, (3) impact: professional and personal damage, (4) impact: professional growth, and (5) initiatives for the future. Many nurse educators became confident in their role of providing accountability as both educators and gatekeepers and experienced professional growth. However, others experienced damage to their personal and professional life and lost their motivation to teach. Nurse educators recommended the following strategies for preventing or better managing student incivility: institutional efforts by the university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and better teaching and learning strategies for individual educators. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.
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Emmanuel, Elizabeth, Marilyn Chaseling, and Lewes Peddell. "A first-year, first-semester observership placement to increase nursing students’ satisfaction." Journal of Nursing Education and Practice 11, no. 11 (July 20, 2021): 64. http://dx.doi.org/10.5430/jnep.v11n11p64.
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This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.
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Olson, Christine M. "Nurse practitioner programs: Selection factors and the student experience." Journal of Professional Nursing 41 (July 2022): 88–99. http://dx.doi.org/10.1016/j.profnurs.2022.04.012.
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Hasson, Felicity, Hugh P. McKenna, and Sinead Keeney. "Delegating and supervising unregistered professionals: The student nurse experience." Nurse Education Today 33, no. 3 (March 2013): 229–35. http://dx.doi.org/10.1016/j.nedt.2012.02.008.
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Wilson, Carol B. "Caring Connections: Self-Disclosure of Students’ Stories to Teachers in Nursing." International Journal of Human Caring 4, no. 2 (March 2000): 19–25. http://dx.doi.org/10.20467/1091-5710.4.2.19.
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This phenomenological study explored nurse educators’ experiences of human to human connection through students’ disclosures of their personal stories to them. Through interviews with nurse educators and analysis of texts, an interpretation of the meaning of the experience for the participants is described. The interpretation is illuminated in the three patterns that emerged. 1.) Creating The Context For Knowing describes patterns of caring and human connection that may create a context for self-disclosure by the student. 2.) Knowing: What Do I Do With What I Know? describes the ethical and moral dilemmas surrounding how the teacher responds to the information disclosed in the student’s story. 3.) Privileged Intimacy: How Knowing Affects Teachers and the Teaching-Learning Situation describes how the person to person connection experienced in hearing students’ stories affects teachers.
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Tame, Susan. "Perioperative Nurses' Perceptions and Experiences of Continuing Professional Education." Journal of Perioperative Practice 19, no. 8 (August 2009): 257–62. http://dx.doi.org/10.1177/175045890901900805.
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This article presents an overview of perioperative nurses' perceptions and experiences of continuing professional education (CPE). Four themes emerged from 23 interviews: attitudes and culture (background); deciding to study (going in); student experience (process); and outcomes (going out). My findings indicate transferability of other studies to perioperative nursing, and suggest that CPE is associated with increased social status and doctor-nurse collaboration. My work also illuminates the concept of ‘secret study’.
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Hauge, Kari Westad. "Stryke i praksis - er det mulig? Sykepleiestudenters opplevelse av å få ikke-bestått i praksisstudier." Nordisk tidsskrift for helseforskning 11, no. 1 (June 17, 2015): 137�. http://dx.doi.org/10.7557/14.3485.
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<strong>Fail practice – is that possible?</strong><br />Background: Research describes that supervisors are put in predicament when having to fail a student nurse. There is a lack of research related to the experience of failing to student. Purpose: The purpose of the study is to describe how student nurse experience to fail practice and the process that lead to this outcome. Method: A qualitative interview with a phenomenological and hermeneutic approach. Results: Failing practice trigger strong feelings and reactions by the students. These enhance if they don't understand the reason for failing, experience the process as unfair or if they don't get the necessary guidance, feedback and support in the situation. Conclusion: To preserve the dignity and vision of future possibility of a failing student, the supervisors and teachers relational competence and willingness to see the student is important.
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Tetuan, Theresa M., and Cynthia G. Akagi. "The Effects of Budget, Delegation, and Other Variables on the Future of School Nursing." Journal of School Nursing 20, no. 6 (December 2004): 352–58. http://dx.doi.org/10.1177/10598405040200061001.
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The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan Statistical Area, and years of school nursing experience were also investigated. The Budget Impact School Nurse Questionnaire online survey was used to gather data. Findings revealed that school nurses were well prepared academically, but that many school nurses lacked certification. The use of UAPs and the future of school nursing were significantly affected by budget constraints, delegation, number of buildings assigned, legislative contact, and Metropolitan Statistical Area (urban location). Education in delegation and years of experience as a school nurse significantly affected opportunities for health education. The findings depicted budget, school nurse staffing, delegation, and geographic areas as the main variables that have an impact on school nursing.
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Bracey, Anita. "Finding the Patient within: Managing the Transitions from Student Nurse, to Patient, to Nurse Therapist." Group Analysis 35, no. 1 (March 2002): 135–51. http://dx.doi.org/10.1177/053331602400933981.
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The author recounts elements in her stay at a Therapeutic Community that enabled her as a mental health nursing student, to overcome resistance to acknowledging her own vulnerabilities. Reflecting on that experience, she identifies the qualities that professionals who experience `life on the other side' may emerge with, and the resultant benefits. The author focuses, finally, on her struggle to integrate the experience of having been labelled with severe psychopathology into her sense of self as she moves along a career path through the role of Nurse Therapist and on to group-analytic training, addressing the need for a more inclusive approach to validating such personal experience as something that might valuably inform clinical practice.
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Milward, Benjamin, and Elizabeth Collier. "Sexuality, student mental health nurse and lecturer experience in education and practice." British Journal of Mental Health Nursing 10, no. 4 (November 2, 2021): 1–6. http://dx.doi.org/10.12968/bjmh.2021.0023.
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This article presents a critical reflection on an experience relating to sexuality from two perspectives, a mental health nursing student and a lecturer. It took place during stage 1 of a graduate entry nursing 2-year Master of Science mental health nursing programme at a UK university. Student mental health nurses in higher education who identify as lesbian, gay, bisexual or transgender can feel less safe than others, which affects performance. Lecturers can make a difference to the educational experience of student nurses who are lesbian, gay, bisexual or transgender and this can have an impact on clinical practice. The emotional impact of ‘coming out’ in the classroom can have far-reaching consequences for their mental health. The response of educational staff can have a huge impact on the ability to learn and the marks achieved. Student–lecturer relationships can have transformative consequences. Student mental health nurses make meaning from their educational experiences in the classroom and clinical practice. If they do not see themselves represented, this can affect engagement and motivation. Safe nursing practice is role modelled from lecturer to student and has implications for service user experience in clinical settings.
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Kurt, Yeter. "Determination of Student Centered Effective Learning Strategies in Clinical Practices in Nursing Education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (December 5, 2017): 310–16. http://dx.doi.org/10.18844/prosoc.v4i2.2762.
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Clinical experience process that follows clinical practices in nursing education gives students the chance of a transition fromtheory to practice as well as from being student to being a professional. Educators in particular, nurses and other health careworkers, universities and students bear important responsibilities in clinical education affected by physical setting andschool-hospital collaboration so that the nursing students can be educated in the best way. To this end; e and f articles of 9 thclause and an article of 5 th clause were enacted under Nursing Code dated 03.2010 and numbered 27515. However; thesearticles do not include an explicit and sufficient explanation about how clinical nurse, student nurse and hospitalmanagement should approach these responsibilities. The aim of the researchers is to point out that problems can be noticedmore easily and analyzed more appropriately by the experts in each law and code to be enacted by governments and thusmore systematic and effective results can be achieved. Keywords: Education, clinical practice, learning strategies nursing policy
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Barry,, Charlotte D. "Creating a Quilt: An Aesthetic Expression of Caring for Nursing Students." International Journal of Human Caring 5, no. 3 (April 2001): 25–29. http://dx.doi.org/10.20467/1091-5710.5.3.25.
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An assignment for beginning nursing students provides the milieu for reflection on a nursing situation, appreciation of a caring relationship between the nurse and nursed, and expression of the caring through an aesthetic project. Each student represented a unique situation on a square, and the squares were sewn together to form a quilt. The quilt is apprehended as a whole but closer scrutiny reveals squares of many colors that have been sewn together. The distinct squares represent the work of students and teachers on a journey of understanding. Each of the squares reveals a unique story of caring from nursing practice. The aesthetic project provides the opportunity for the individual and collective experience of caring as the students share their stories of caring with each other and the larger community of nurses.
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Walsh, Andrew. "Are new mental nurses prepared for practice?" Mental Health Review Journal 20, no. 2 (June 8, 2015): 119–30. http://dx.doi.org/10.1108/mhrj-10-2014-0040.
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Purpose – As well as working with people who have serious mental health problems, mental health nurses have to maintain a values-based approach to their interactions with mental health service users. However, some have suggested that students and newly qualified nurses are unprepared for this role. The purpose of this paper is to explore perceptions of practising mental health nurses, third year mental health nurse students and lecturers about how well students are being prepared for practice. Design/methodology/approach – A two-phase phenomenological study within a mental health nurse training institution and with staff from a Mental Health Trust in England. The study collected questionnaire responses from 87 participants (42 third year mental health nurse students, 39 practising mental health nurses and six nurse lecturers). A Likert scale questionnaire with written feedback produced data that formed the schedule for ten subsequent focus groups with 41 participants from the above categories. Focus group data were analysed using a process of interpretive phenomenological analysis. This led to the development of three main study themes. The transition from student to registered nurse is difficult, the importance of learning from experience, violence and aggression is difficult to manage, working effectively with victims of sexual abuse or those who have a diagnosis of personality disorder is difficult. Findings – Whilst the study found some evidence to suggest the development of positive values there is a perception that newly qualified mental health nurses lack confidence in other important areas. Participants also expressed doubt about whether it was possible to prepare someone for practice completely. Another finding was that the relationship between student and the mentor is critical to the quality of practice learning. Research limitations/implications – Study limitations are that this is a small selection of participants from one particular area. The researcher attempted to ensure that this study has internal validity. However, it is possible to question the extent to which findings may apply to other areas. Therefore, this study may be most useful to others as a basis for the discussion and comparison of these issues within mental health nurse educators. Practical implications – The need to encourage proactive learning approaches in students is emphasised. Universities should facilitate the sharing of clinical learning experiences as well as developing realistic training in the management of violence and aggression. It is possible to question how well nurses are prepared to work with the physical health needs of service users. Originality/value – This paper gives information about mental health nurse preparation for practice, which will be of value to training organisations as well as to employers of newly qualified mental health nursing staff.
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Burnard, P. "Learning from experience: Nurse tutors' and student nurses' perceptions of experiential learning in nurse education: Some initial findings." International Journal of Nursing Studies 29, no. 2 (May 1992): 151–61. http://dx.doi.org/10.1016/0020-7489(92)90005-2.
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Terry, Daniel, Blake Peck, Alicia J. Perkins, and Wendy Burgener. "Learning on the periphery: A pilot study of an undergraduate nursing student communities of practice model." Journal of Nursing Education and Practice 12, no. 11 (June 29, 2022): 18. http://dx.doi.org/10.5430/jnep.v12n11p18.
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Objective: Nursing shortages have led to an increased student nurse education and a greater need for work integrated learning among limited health services. A Communities of Practice student placement model was developed to address this deficit, while facilitating greater peer-to-peer learning, and incidental, yet essential, support and learning between junior and senior students. An exploratory study was undertaken to examine the experiences of key stakeholders, students and clinical staff regarding the Communities of Practice model.Methods: After implementation interviews were conducted with six (n = 6) students and three (n = 3) nursing staff, two (n = 2) nurse managers, and one (n = 1) clinical educator. Interviews examined the benefits and challenges of the new model, while further guiding its refinement. Interview data were analysed thematically.Results: The Communities of Practice student placement model, although met with initial hesitancy, was indicated to be a positive learning experience for all participants. Specifically, five key themes emerged, including increased support for junior students, extended learning among senior students, unexpected discoveries for staff and students, workload decision-making and implications for staff, followed by the need for adaptability and further insights to modify the model.Conclusions: The study demonstrated the capacity to increase student placement numbers, while effectively increasing the level of support, mentorship, and learning among students, and assisting nurses in their roles. Overall, the model has also been suggested to offer the near-peer support desperately needed for junior students, while at the same time, offering more senior students the foundation upon which to develop their leadership skills.
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Zydziunaite, Vilma, and Ramune Bagdonaite-Stelmokiene. "WHAT DOES IT MEAN “TO BE A GOOD NURSE”? PERCEPTIONS OF NURSING STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 503. http://dx.doi.org/10.17770/sie2020vol2.4962.
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“To be a good nurse” is a complex phenomenon. It is the essential goal in nursing training, education and practice, and can be experienced through work practice. However, “to be a good nurse” is taken for granted and is rarely studied, mostly with the focus on personal features and in relation to good nursing and quality of nursing. The aim was to reveal nursing students’ work experience-based perceptions of the personal meaning of “to be a good nurse”. Sample. Research participants comprised 110 final year nursing students. Methods. For data collection were used unstructured individual narrative-based written reflections and the data was analyzed by applying the inductive manifest qualitative content analysis. Results. For nursing students “to be a good nurse” means courage, professionalism, loyalty, humanity, solidarity and caring. It is an individually experienced phenomenon, meaningful for nursing students when they collaborate with nurse practitioners, learn through cooperation and observation, and have the opportunity to act autonomously by taking responsibility for their own actions. Conclusion. “To be a good nurse” is a part of who the student is and the values that s/he holds dear to her/him.
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Streng, Nancy J. "A Follow-up Study of Former Student Health Advocates." Journal of School Nursing 23, no. 6 (December 2007): 353–58. http://dx.doi.org/10.1177/10598405070230060901.
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Student health advocates (SHAs) are high school students who, under the supervision of the school nurse, provide health education and health promotion activities to other students via a peer education model. This 3-year follow-up study explored how the SHA experience influences career choice and attitudes of the participants. It also examined what motivates students to become SHAs, the benefits and drawbacks of SHA participation, how SHA involvement influenced career plans, and how SHAs perceive the role of the school nurse. Study results indicate that this innovative health education/promotion experience offered an opportunity for SHAs to express their interest in health and enhanced their sense of belonging, meaningful involvement, connection to learning, and caring relationships in the school setting.
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Schroeder, Krista, and Arlene Smaldone. "What Barriers and Facilitators Do School Nurses Experience When Implementing an Obesity Intervention?" Journal of School Nursing 33, no. 6 (February 26, 2017): 456–66. http://dx.doi.org/10.1177/1059840517694967.
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A recent evaluation of a school nurse–led obesity intervention demonstrated a 5% implementation rate. The purpose of this study was to explore school nurses’ perceived barriers to and facilitators of the intervention in order to understand reasons for the low implementation rate. Methods included semi-structured individual interviews with school nurses. Data were analyzed using content analysis and heat mapping. Nineteen nurses participated and eight themes were identified. Parental and administrative gatekeeping, heavy nurse workload, obesogenic environments, and concerns about obesity stigma were barriers to implementation. Teamwork with parents and school staff was a key facilitator of implementation. Nurses also noted the importance of cultural considerations and highlighted the need to tailor the intervention to the unique needs of their school environment and student population. These findings suggest that for school nurses to play a key role in school-based obesity interventions, barriers must be identified and addressed prior to program implementation.
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Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.
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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.
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Padang, John Toding, and Novita Medyati. "Relationship Between Professional Nurse Performance with Clinical Practice of Nursing Student at Medical Surgical Nursing in Hospital Jayapura Papua Province." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 1, no. 2 (August 1, 2014): 166–70. http://dx.doi.org/10.26699/jnk.v1i2.art.p166-170.
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Clinical practice experience is a kind of learning that must be done in nursing education. Result of job performance of an organization needs measurement standard so the assessment of performance is an essential aspect for hospitals to improve nurse professional performance. Students attendance at nursing clinical practice creates function, role and responsibility in supervisory activities of heads of wards, nurses, and clinical supervisors. Purpose of this study was to assess nurse performance at Jayapura Hospital, Province of Papua in the implementation of medical surgical nursing clinical practice of nursing profession students. Method: Research study was descriptive with cross sectional design. Research sample was73 consist of 7 heads nurse, 58 nurses, and 8 clinical instructor at inpatient rooms and 49 nursing profession students. Data collected at July 2nd until 16th, 2014 by using self-administered questionaire and proceeded using software. The conclusion is availability of the study average performance of nurses was high. However according to students evaluation average performance of nurses was adequate
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Moorefield, Grace E. "A transformational study abroad process model for nursing educators consideration." Journal of Nursing Education and Practice 8, no. 3 (October 27, 2017): 23. http://dx.doi.org/10.5430/jnep.v8n3p23.
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Objective: Preparing nursing students within the college or university setting to make a positive difference in today’s global society increasingly includes opportunities to study abroad. Maximizing the transformational benefits of these experiences while minimizing the potential ill effects must be a focus of those who develop and implement these programs. This research was conducted to better understand the entire study abroad experience from the student point of view in order to develop a holistic model for nurse educators to utilize in the development of curricular and support programming.Methods: A descriptive, qualitative survey with 72 baccalaureate nursing and other art and science degree alumni from a mid-sized, private, Christian university in the United States who studied for a semester in a third world country was conducted. These participants provided essay answers to four questions regarding the impact, challenges, and opportunities appreciated throughout their study abroad experience, as well as recommendations for future study abroad programming. The responses were analyzed and the results compared with the theoretical framework upon which the study was based.Results and conclusion: Five major components of a transformative study abroad experience were exemplified. The first related to the characteristics of the sojourner, and the remaining four to a comprehensive patterned experiential process by which students moved through their study abroad experience towards transformation and action. The findings provide both a conceptual model and practical insights for nurse educators to consider as they prepare future nurses to engage their world for good through study abroad experiences.
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Coakley, Amanda Bulette, and Carol A. Ghiloni. "A Fellowship Program Preparing Students for Employment as New Graduate Nurses in Oncology Nursing." Creative Nursing 15, no. 1 (February 2009): 46–52. http://dx.doi.org/10.1891/1078-4535.15.1.46.
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The Carol A. Ghiloni Oncology Fellowship Program (OFP), developed in 2001, provides an opportunity for student nurses between their junior and senior years in a baccalaureate program to learn about the role that nurses play in providing care to patients with cancer. To explore whether former fellows felt prepared for employment in oncology nursing after their fellowship experience, a focus group discussion with former student nurse oncology fellows was conducted. The discussion was audiotaped and transcribed. Content analysis of the transcripts revealed four key findings: OFP provides an opportunity to make informed career choices; OFP provides confidence-building experience; OFP provides an experience of preceptor role modeling; and OFP provides an opportunity to build relationships with staff, patients, and patients’ families.