Статті в журналах: "Student nurse perceptions"

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Muggeo, Michela A., and Golda S. Ginsburg. "School Nurse Perceptions of Student Anxiety." Journal of School Nursing 35, no. 3 (January 9, 2018): 163–68. http://dx.doi.org/10.1177/1059840517752457.

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Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses’ capacity to optimize outcomes for anxious students.

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Shodiq, M., Siti Nur Hasina, Siti Maimunah, and Mujad Didien Afandi. "Student perception of nurse communication learning with patients according to pancasila values." Bali Medical Journal 12, no. 2 (June 23, 2023): 2009–11. http://dx.doi.org/10.15562/bmj.v12i2.4438.

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Introduction: Pancasila is the ideology of the state and is a collection or set of values that are believed to be true by the government and the people of Indonesia. Perception is a person's ability to organize an observation. One of students perception is regarding nurses communication. The research aims are to describe students perception regarding nurses communication between nurses and patients according values of Pancasila. Method: A design of descriptive study was used with mixed methods approach that combines or associates qualitative and quantitative. Descriptive research was to describe the data obtained from students' perceptions of learning communication between nurses and patients according to the values of Pancasila. Results: There were 52 nursing students involved in this study. We showed that almost all of the students' perceptions strongly agreed with the application of Pancasila values in nurse-patient communication Conclusion: Nurse-patient communication has implemented Pancasila values in serving patients in hospitals with evidence that stands out the value of strongly agree and agree answers.

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Ahmad, Norfadzilah. "Nursing Students and Clinical Instructorsâ€™ Perceptions of Clinical Learning Environments, Supervision, and Teaching (CLES-T)." INTERNATIONAL JOURNAL OF CARE SCHOLARS 1, no. 1 (February 2, 2018): 10–13. http://dx.doi.org/10.31436/ijcs.v1i1.38.

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Objectives: This study aimed to investigate the perceptions of International Islamic University Malaysia (IIUM) Kuantan nursing students, clinical nurse instructors, and staff nurses of the support offered to student nurses during learning in a clinical setting. Methodology: A cross-sectional study was carried out on undergraduate nursing students (n=118), and clinical instructors (n=8) at the faculty or Kulliyyah of Nursing, IIUM, using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES-T) survey. Descriptive analysis was used to investigate the sociodemographic data, and further statistical tests were conducted with regard to their levels of perception. Results: Overall, the participants perceived the clinical learning environment to be good. There was no difference in perception between nursing students and the clinical nurse instructors (p>0.05). There was no significant difference in terms of gender and levels of perception (p>0.05). This study did find a significant relationship between level of study and area of posting for students and perception levels (p<0.05). Conclusion: This study showed that the majority of the students had positive perceptions of the clinical learning environment, supervision, and nurse teachers. The school provided sufficient support within the clinical learning environment in term of supervision and nurse teachers. These results will help the nursing school in terms of upgrading the clinical learning environment and encouraging collaboration with hospital management to provide a good clinical learning experience for students.

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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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Afzal, Yasmeen, Aurang Zeb, Nabil Khan, Shafiqa Gul, Sumaira Abbas, Saba Altaf, and Kalsoom Muntazir. "Perceptions of Newly Enrolled Nursing Students Regarding Clinical Practice." Journal of Farkhanda Institute of Nursing And Public Health (JFINPH) 2, no. 2 (December 12, 2022): 46–52. http://dx.doi.org/10.37762/jfinph.72.

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Objectives: To explore the perception of newly enrolled nurses regarding their clinical practice. Methodology: Qualitative escriptive exploratory study design was used for this study. Data were collected from eight students recruited through purposive sampling techniques. Individual indepth interviews were conducted. Data was transcribed verbatim and analyzed through thematic analysis. Results: The data were classified into three main themes including the student perception of the nursing profession, their perceptions about the role of a nurse, and the availability of resources for clinical learning. Further subthemes were also developed. Conclusion: Different factors affect the students’ clinical learning. Lack of the required resources and guidance from faculty negatively affects student motivation and competency in skills. Therefore, it’s important to provide all the required resources and timely guidance to the students to improve their clinical learning and skills.

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Blum,, Cynthia Ann, and Shirley C. Gordon,. "Caring Behaviors of Nurse Preceptors: BSN Student Perceptions." International Journal of Human Caring 13, no. 3 (April 2009): 29–35. http://dx.doi.org/10.20467/1091-5710.13.3.29.

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Nurse caring in hospital settings may be demonstrated without direct intention and without the language to express caring actions. Therefore, nursing students educated in a curriculum grounded in caring may not recognize the transformation of theory to the practice environment. This manuscript describes the baccalaureate student perspective of caring behaviors of nurse preceptors. Athematic analysis of unstructured, qualitative interview data revealed six themes: welcoming presence, demonstrating empathy, encouraging growth, patience and time as compassionate care, building relationships, and communicating therapeutically. In addition, students as role models and caring for each other emerged as themes related to student-student caring behaviors.

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Prathibha, Jackline, Radhika R. Pai, and Linu Sara George. "Clinical competency: perceptions of nursing interns and clinical mentors." Frontiers of Nursing 11, no. 1 (March 1, 2024): 105–10. http://dx.doi.org/10.2478/fon-2024-0011.

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Abstract Objective To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses’ clinical competency. Methods A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique. A self-reported perception scale was used to collect the data. Results In general, most nursing interns perceived themselves as clinically competent during the internship. The clinical nurse mentors too reported that the current internship is helping the nursing interns in becoming competent. Conclusions Frequent clinical evaluation, buddy system, provision of stipends, good leadership, and coordination between the academic institute and hospital are reported as the critical motivating factors for improving the clinical competency of student interns.

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Hendershot, Candace, Joseph A. Dake, James H. Price, and Grace K. Lartey. "Elementary School Nurses’ Perceptions of Student Bullying." Journal of School Nursing 22, no. 4 (August 2006): 229–36. http://dx.doi.org/10.1177/10598405050220040801.

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The aim of this study was to assess elementary school nurses’ perceptions of student bullying, actions when they encounter bullies or victims, and perceived level of preparation for dealing with this problem. School nurses identified the most common barriers to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not being prepared to handle the problem (25%). Only 14% stated that there were no barriers to dealing with student bullying. School nurses believed that the most effective means to reduce school bullying were consistent discipline and improved supervision. However, these perceptions are not in line with current research, which indicates that the most effective method to reduce bullying is to create a whole-school atmosphere to prevent the problem from occurring.

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Meyer, Gerda-Marie, Elsabe Nel, and Charlene Downing. "Basic student nurse perceptions about clinical instructor caring." Health SA Gesondheid 21 (October 11, 2016): 444–52. http://dx.doi.org/10.4102/hsag.v21i0.1007.

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Background: Caring is the core of nursing and should be cultivated in student nurses. However, there are serious concerns about the caring concern in the clinical environment and in nursing education. Clinical instructors are ideally positioned to care for student nurses so that they in turn, can learn to care for their patients.Methods: A descriptive, comparative, cross-sectional and correlational quantitative research design with convenience sampling was conducted to describe the perceptions of junior student nurses (n = 148) and senior student nurses (n = 168) regarding clinicalin structor caring. A structured self administered questionnaire using the Nursing Student Perceptions of Instructor Caring (NSPIC) (Wade & Kasper, 2006) was used. Descriptive statistics and hypotheses testing using parametric and non parametric methods were conducted. The reliability of the NSPIC was determined.Results: Respondents had a positive perception of their clinical instructors' caring. No relationship could be found between the course the respondents were registered for, the frequency of contact with a clinical instructor, the ages of the respondents and their perceptions of clinical instructor caring. The NSPIC was found to be reliable if one item each from two of the subscales were omitted.Conclusions: Student nurses perceived most strongly that a caring clinical instructor made them feel confident, specifically when he/she showed genuine interest in the patients and their care, and when he/she made them feel that they could be successful.

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Charrier, Danielle, Staci Taylor, and Eileen Creel. "Perceptions of preparedness for nursing practice using a preceptorship model." Journal of Nursing Education and Practice 10, no. 3 (November 22, 2019): 19. http://dx.doi.org/10.5430/jnep.v10n3p19.

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Nursing graduates need to be “real world ready”, and able to meet the demands of the healthcare workforce. Research indicates that baccalaureate graduates have adequate theoretical base, but often lack competence in the clinical setting. Preceptorship programs are an effective way of developing clinical competence in the nursing student. The purpose of this study was to compare a traditional senior clinical course to a preceptorship model on students, faculty, and nurses’ perceptions of student preparedness for the nursing role. A formal preceptorship program with the support of a clinical nurse faculty member was developed to enhance the success of clinical nursing education. A quasi-experimental design with nonequivalent groups was used to determine the feasibility and effectiveness of a preceptorship model for senior nursing students comparing the students’, the faculty, and the nurses’ perceptions of the students’ preparedness for clinical practice after a traditional clinical and a preceptor clinical experience. The sample consisted of the fall 2017 senior semester cohort and the spring 2018 senior semester cohort, senior faculty who taught in those semesters, and nurses at the participating facilities. Overall, findings did not show a statistically significant difference between the traditional cohorts and the precepted cohorts; however, there is evidence of clinical significance. After implementation of the preceptorship model, there was an increase in the percent of nurses (100%), faculty (100%), and students (95%) who felt that the senior nursing students were ready for the professional role of a registered nurse.

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Arries, Ebin J. "Interactional Justice in Student— Staff Nurse Encounters." Nursing Ethics 16, no. 2 (March 2009): 147–60. http://dx.doi.org/10.1177/0969733008100075.

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The focus of this article is on nursing students' perceptions of interactional justice during student—staff nurse encounters. A descriptive survey using a combined questionnaire on interactional justice was used to collect the data. Reliability analysis for the theoretical dimensions of interactional justice revealed a Cronbach's alpha value greater than 0.70. The student nurses perceived staff nurses to be interactionally unjust during their contact with them. Significant differences were observed between interactional justice and some demographic characteristics of students. Fourth year students perceived staff to provide better justifications for decisions that affect them than third and second year students. Although black students, in contrast to white students, perceived clinical staff as significantly more truthful, these results are inconclusive. Students who engage for longer periods of time in the clinical learning context perceived their relationships and how they are treated by clinical staff as more just. Recommendations for further research are made.

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Morrell-Scott, Nicola. "A phenomenological insight into what final year undergraduate student nurses perceive is the role of the Registered Nurse and who they learn this from." Journal of Research in Nursing 27, no. 8 (December 2022): 767–78. http://dx.doi.org/10.1177/17449871221139112.

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Background: This paper considers the perceptions of 18 final year student nurses around their perception of the role of the nurse. Methods: A qualitative phenomenological research study was undertaken, with final year student nurses as the data source, undertaking semi-structured interviews from a United Kingdom Higher Education Institution. Data analysis was undertaken by using interpretative phenomenological analysis. Results: Findings indicate that student nurses had little insight as to the role of the nurse when commencing the programme. Being on the programme has led them to understand there are many aspects of a nurse’s role including, surprisingly for them, much responsibility. It was also found that a lot of the learning that takes place comes from working with healthcare assistants, and due to this, the student nurses perceive that the role of the modern nurse is task orientated and there is little holistic care. Conclusions: The future practice of this group of registrants may be affected depending on how they move forward with their role, alongside the holistic role of the nurse being detracted from. While phenomenology does not account for generalisations but does seek to illuminate this phenomenon; however if this view were to be shared globally, then the caring aspect of nursing may well be in danger of being lost. If this assumption of the role of the nurse is shared globally, then there are inevitably implications for the nursing profession, and more importantly patient care may be affected.

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Sohail, Shaukat, Haroon Ur Rashid, Zahoor Ahmed, Ahmer Ali, Zainab, and Shahrukh Sohail. "Quality Assessment of Drinking Water From Various Sources of Abbottabad." Journal of Farkhanda Institute of Nursing And Public Health (JFINPH) 2, no. 2 (December 12, 2022): 53–57. http://dx.doi.org/10.37762/jfinph.55.

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OBJECTIVE To explore the perception of newly enrolled nurses regarding their clinical practice. METHODOLOGY Qualitative escriptive exploratory study design was used for this study. Data were collected from eight students recruited through purposive sampling techniques. Individual indepth interviews were conducted. Data was transcribed verbatim and analyzed through thematic analysis. RESULTS The data were classified into three main themes including the student perception of the nursing profession, their perceptions about the role of a nurse, and the availability of resources for clinical learning. Further subthemes were also developed. CONCLUSION Different factors affect the student’s clinical learning. Lack of the required resources and guidance from faculty negatively affects student motivation and competency in skills. Therefore, it’s important to provide all the required resources and timely guidance to the students to improve their clinical learning and skills.

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Shabani, Zamira, and Fatbardha Osmanaga. "Students’ Perceptions about the Profession of Nursing." Athens Journal of Health and Medical Sciences 8, no. 2 (March 2, 2021): 135–48. http://dx.doi.org/10.30958/ajhms.8-2-4.

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Nurses represent the largest category of professional workforce in the health care system. The role and contribution of them have a vital importance in the provision of health care system, especially in nowadays. The aim of this study is to evidence the students’ perceptions about the profession of nursing. This is a cross-sectional study. The study was realized during the period of January–February 2020. The study was conducted with nursing students in first, second and third year of study, in bachelor degree. The research question is: "What are the nursing students’ perceptions about the profession of nursing?" In this study we conduct a standardized questionnaire about the perception of nursing profession. The survey performed in classroom was anonymous. All data collected were elaborated with SPSS version 19. There are given the conclusions and recommendations.Nursing students have good perception about the nursing profession. It exist an non-significant and negative correlation between the age and students’ perception. There is no significant relationship between students’course of study and their perception about nursing profession. There is a significant relationship between having family members in health care and students’ perception about nursing profession. The inclusion of the subject "Introduction to nursing" in the high school curriculum should be considered. Keywords: nurse, perception, student

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Pauli, Valerie M., Christine Ribbens Grimm, and Elizabeth Joffe. "Exploring impacts of student-nurse relationships: Views from across the curriculum." Journal of Nursing Education and Practice 14, no. 8 (April 23, 2024): 1. http://dx.doi.org/10.5430/jnep.v14n8p1.

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Background and objectives: The clinical encounters that student nurses experience during their training make an impressionable impact on their learning. Previous studies have examined the perceptions of staff nurses in serving as preceptors or mentors, but there is limited literature focused on the student experience. This study aims to highlight the student perspective on working with nurse mentors during various levels of their undergraduate nursing program.Methods: This study applied a qualitative descriptive design. Purposive sampling was conducted among undergraduate nursing students attending a four-year Midwest university. A total of 19 baccalaureate students were interviewed using conversational-style interviews. This included three different focus group sessions; one designated for each level of the program. Nvivo professional services provided verbatim transcription. The data management was supported by Google Docs. The data was analyzed using qualitative thematic analysis.Results: Four common themes emerged among the focus groups related to the impact of interactions with nurse mentors on student learning; the themes were (1) sense of belonging, (2) helpful staff approaches, (3) burden, and (4) experience with clinical instructor.Conclusions: The results from this study add important insight into the student perspective on working with staff nurse mentors during their clinical experience. The findings underscore the critical impact these relationships have on student learning throughout their nursing education.

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Aziz, Elouakfaoui, Rouani Abdeljabbar, Rachid Fares, Fahd Elkhalloufi, and Mahjoub Aouane. "Assessing Student Nurses Perceptions of Practical Education at the Nursing Institute in Kenitra Morocco: A Comparative Study." Journal of Educational and Social Research 14, no. 1 (January 5, 2024): 213. http://dx.doi.org/10.36941/jesr-2024-0018.

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Practical education is one of the main components of nurse training. Assessing student nurses enables us to detect their perceptions of the style of practical education and its impact on practical learning. This diagnosis informs improvements in student nurses' practical learning. Student nurses' perceptions of the practical teaching method are essential as beneficiaries of this training and as partners in the training program. The aim of our study is to describe and analyze the views of student nurses on the parameters of practical education at the Kenitra nursing institute in Morocco. This study was carried out in accordance with the recommendations of Knox and Mogan's (1985) theoretical model of practical nursing education. The results detected reveal that the parameter of teaching ability is ranked first with a high rating (5,74±1.81), secondly, we find the parameter of nursing competence followed by interpersonal relationship and personality, the parameter of evaluation is underestimated by students with a very low rating (5.35±1.88). The Mann-Whitney test showed that there was a difference in perception of the practical teaching parameters between the two groups of students, but this was statistically insignificant, with p-values greater than 0.05. In order to achieve continuous improvement in the education of student nurses, further in-depth studies must be carried out to complete the diagnosis and plan actions for improvement, with the aim of producing qualified and competent nurses able to deal with the realities of the health system. Received: 21 July 2023 / Accepted: 12 December 2023 / Published: 5 January 2024

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Hudacek, Sharon, and Dona Rinaldi Carpenter. "Student perceptions of nurse doctorates: Similarities and differences." Journal of Professional Nursing 14, no. 1 (January 1998): 14–21. http://dx.doi.org/10.1016/s8755-7223(98)80008-2.

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Meyer, Gerda-Marie, Elsabe Nel, and Charlene Downing. "Basic student nurse perceptions about clinical instructor caring." Health SA Gesondheid 21 (December 2016): 444–52. http://dx.doi.org/10.1016/j.hsag.2016.09.004.

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Nahariani, Pepin, Fahruddin Kurdi, and Ratna Puji Priyanti. "The Perception of Indonesian Nursing Students on the Learning Environment in Clinical Practice." Jurnal Ners 13, no. 2 (October 1, 2018): 233. http://dx.doi.org/10.20473/jn.v13i2.9770.

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Introduction: The clinical practice environment students have multiple roles as learners and service providers. At this time students are faced with a fluctuating, complex environment and far from the predictions and controls of academic teachers. The aim of this study was to evaluate nursing student satisfaction and perception of the learning environment in clinical practice.Methods: This study used correlational analytic survey methods with cross-sectional approach. A total of 164 nursing student were selected using a convenience sampling. The data were collected in three schools of nursing in East Java. Data were obtained using the Bahasa version of the Clinical Learning Environment, Supervisions and Nurse Teacher (CLES+T). The instrument showed good validity and reliability. The data were analyzed using descriptive analytic, Spearman rho correlation and logistic regression.Results: Respondents were 164 students, clinical learning practice is mainly determined by the role of nurse teacher (M = 3.82; SD = 0.496). Student satisfaction obtained at 56.7%. There was a significant relationship between clinical practice learning and student satisfaction with p-value 0.000. The highest correlation value is the role of lecturer nurse (r = 0.544), with value R2 = 0.377, the coefficient of β adjusted highest to 2.075.Conclusion: According to student perceptions, the content of supervisory relations, the pedagogy atmosphere in the ward/room and the role of the nurse lecturer contributed greatly to creating a conducive clinical learning environment.

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Livsey, Kae Rivers. "Clinical Faculty Influences on Student Caring Self-Efficacy." International Journal of Human Caring 13, no. 2 (March 2009): 52–58. http://dx.doi.org/10.20467/1091-5710.13.2.52.

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This non-experimental, explanatory study examined the relationship between nursing student perceptions of the clinical learning environment and student caring self-efficacy. Also examined was the relationship between student perceptions of clinical faculty leadership behaviors and these variables. The study provided preliminary evidence of the relationship between student perceptions of leadership behaviors demonstrated by clinical nurse faculty and caring self-efficacy of nursing students. However, additional research is needed to better understand how the combination of environmental and personal factors in the clinical learning environment influences these behavioral outcomes.

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Nur Imallah, Rosiana. "HUBUNGAN PENGETAHUAN DENGAN PERSEPSI KEPATUHAN HAND HYGIENE MAHASISWA PROGRAM STUDI NERS UNIVERSITAS ‘AISYIYAH YOGYAKARTA." MEDIA ILMU KESEHATAN 8, no. 1 (November 18, 2019): 39–45. http://dx.doi.org/10.30989/mik.v8i1.256.

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Background: The fifth goal of patient safety establishing hand hygiene as one effective way to prevent and control Healthcare Associated Infections (HAIs). Of the efforts to support the successful implementation of hand hygiene is the obedience, knowledge and perceptions of nurse students who are practicing in hospitals. Objective: The purpose of this study was to determine the association of knowledge with the perception of hand hygiene compliance of ners students of Aisyiyah University Yogyakarta. Methods: The study design was descriptive correlational. The sample in this study were 40 nurse students of ‘Aisyiyah University Yogyakarta 2017/2018 academic year by purposive sampling technique. The instrument in this study used a questionnaire, then analyzed with Kendal Tau. Results: The association between knowledge and perception toward hand hygiene compliance was not significant (p= 0.611 (> 0.05). p value > 0.05 indicates no relationship between knowledge level and perception of hand hygiene compliance. Conclusion: There is no association between knowledge and perception of hand hygiene compliance of ners students of 'Aisyiyah University Yogyakarta. The suggestion in this study is to prepare students to behave obediently to do hand hygiene through the learning process in the classroom. Keywords: Hand hygiene, knowledge, perception, student Nurses

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Imallah, Rosiana Nur. "HUBUNGAN PENGETAHUAN DENGAN PERSEPSI KEPATUHAN HAND HYGIENE MAHASISWA PROGRAM STUDI NERS UNIVERSITAS ‘AISYIYAH YOGYAKARTA." Media Ilmu Kesehata 8, no. 1 (August 1, 2019): 39–45. http://dx.doi.org/10.30989/mik.v8i1.342.

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Background: The fifth goal of patient safety establishing hand hygiene as one effective way to prevent and control Healthcare Associated Infections (HAIs). Of the efforts to support the successful implementation of hand hygiene is the obedience, knowledge and perceptions of nurse students who are practicing in hospitals. Objective: The purpose of this study was to determine the association of knowledge with the perception of hand hygiene compliance of ners students of Aisyiyah University Yogyakarta. Methods: The study design was descriptive correlational. The sample in this study were 40 nurse students of ‘Aisyiyah University Yogyakarta 2017/2018 academic year by purposive sampling technique. The instrument in this study used a questionnaire, then analyzed with Kendal Tau. Results: The association between knowledge and perception toward hand hygiene compliance was not significant (p= 0.611 (> 0.05). p value > 0.05 indicates no relationship between knowledge level and perception of hand hygiene compliance. Conclusion: There is no association between knowledge and perception of hand hygiene compliance of ners students of 'Aisyiyah University Yogyakarta. The suggestion in this study is to prepare students to behave obediently to do hand hygiene through the learning process in the classroom. Keywords: Hand hygiene, knowledge, perception, student Nurses

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Lavery, Joanna, and Nicola Morrell-Scott. "Pre-registration nursing students' perceptions of a district nursing career: a qualitative descriptive study." British Journal of Community Nursing 29, no. 2 (February 2, 2024): 86–94. http://dx.doi.org/10.12968/bjcn.2024.29.2.86.

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District nursing vacancies are recognised as high in comparison to many other nursing specialities. The role is often considered as an option for nurses after a period of registration as a nurse, which may be informed by multiple factors. The objectives of the study were to explore barriers to district nurse employment from the perspective of undergraduate nurses. A descriptive qualitative design was employed using focus groups as the method of data collection in accordance with study approval reference no: 21/NAH/006, 30/03/23. Participants were recruited from the current undergraduate nursing programme (n=60). Thematic analysis was chosen as a flexible method of qualitative data analysis. The study produced themes relating to role ambiguity, personal preferences, educational opportunities and recruitment and employer engagement. The experiences provided an insight into the barriers to recruitment of student nurses into district nursing on qualification. Increased engagement from community nurse providers is required to inform the role and incentivise entering this career option. Educational strategies that support community career pathways are required to ensure a balanced view of nursing roles among undergraduates.

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Corlett, Jo. "The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education." Nurse Education Today 20, no. 6 (August 2000): 499–505. http://dx.doi.org/10.1054/nedt.1999.0414.

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Matthew-Maich, Nancy, Lynn Martin, Rosemary Ackerman-Rainville, Cynthia Hammond, Amy Palma, Darlene Sheremet, and Rose Stone. "Student perceptions of effective nurse educators in clinical practice." Nursing Standard 29, no. 34 (April 22, 2015): 45–58. http://dx.doi.org/10.7748/ns.29.34.45.e9640.

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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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Russell, Nina M., and Megan S. Wayne. "Gamification: A pedagogical strategy for generation Z nursing students." Journal of Nursing Education and Practice 12, no. 7 (March 20, 2022): 38. http://dx.doi.org/10.5430/jnep.v12n7p38.

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Background: Nurse educators must develop teaching strategies to meet the growing needs of healthcare and engage Generation Z nursing students. Gamification based learning activities, such as educational escape rooms, combine multiple modalities that appeal to the current generation of nursing students. Educational escape rooms have the potential to improve teamwork and achievement of learning outcomes among nursing students. However, few studies have been done to identify nursing student perception of the educational and teambuilding value of these activities. Methods: A longitudinal exploratory study was conducted to determine baccalaureate nursing student perceptions of the value of team-based escape rooms as an educational tool and compare self-reported teamwork scores after completing a series of escape activities. Students were recruited from a baccalaureate nursing course to participate in five escape room activities and asked to complete anonymous online surveys to determine perceptions of educational value and teamwork after each activity.Results: A total of 33 participants responded positively to educational escape rooms with 100% of participants stating they would recommend this activity to others. Teamwork assessments were also positive with improvement as the study progressed.Conclusions: Educational escape rooms are an appropriate tool for nurse educators today that students value and enjoy. The use of escape rooms in nursing education engages students in learning while also improving teamwork.

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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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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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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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Schmidt, Nola A., Janet M. Brown, and Linda Holmes. "Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 55–62. http://dx.doi.org/10.1515/ijnes-2016-0006.

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AbstractIt has been suggested that offering perioperative nursing courses will increase the number of nurses and new graduates who enter the perioperative area. There is little research to support that students’ career choices are influenced by immersion in perioperative content. The purpose of this qualitative study was to describe student perceptions of perioperative nursing as a career option following completion of an elective in perioperative nursing. Two focus groups were held involving students (N=19) who completed the course. One hour sessions were audio taped as students described their perceptions about perioperative nursing. Tapes were transcribed verbatim and analysed for themes. Four themes were identified: 1) opening their eyes: career advantages, 2) being captive: career disadvantages, 3) paradox unrecognized, and 4) I’ll be a better nurse. Although students were not persuaded to alter their primary employment intentions, they acknowledged the possibility of a future career in the perioperative area.

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Averlid, Gertrud, and Jakob S. Høglund. "The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions." Journal of Clinical Nursing 29, no. 9-10 (May 2020): 1673–83. http://dx.doi.org/10.1111/jocn.15227.

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Benike, Linnea, Lindsay Hammer Bartley, Heather Huffman, Alison M. Nelson, Josh Ojeikhodion, and Kaitlyn E. Olson. "Nursing Students' and Nurse Preceptors' Perspectives of an Ambulatory Dedicated Education Unit in Primary Care and General Internal Medicine." Journal of Nursing Education 63, no. 3 (March 2024): 171–77. http://dx.doi.org/10.3928/01484834-20240108-07.

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Background: The sustainability of prelicensure nursing clinical learning models within ambulatory care is dependent on strong partnership and the availability of ambulatory nurse preceptors. Evaluation of preceptor and student satisfaction with ambulatory clinical experiences is necessary to identify program strengths and opportunities. Method: Nursing students' and nurse preceptors' perceptions of an ambulatory dedicated education unit (DEU) in primary care and general internal medicine practices were measured from 2021 to 2023. Results: Students' survey responses indicated a high level of agreement for 20 (90.9%) of 22 items in 2021, 35 (100%) of 35 items in 2022, and 32 (91.4%) of 35 items in 2023. Preceptor responses demonstrated favorable agreement with all of the work-life satisfaction across the 3 years of the survey, with the exception of one question on the 2021 survey. Conclusion: Nursing students and staff nurse preceptors found the ambulatory DEU teaching and learning experience to be positive and satisfying. [ J Nurs Educ . 2024;63(3):171–177.]

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Burt, Leah, and Sue Kilroy. "Nurse Practitioner Student Perceptions of a Multimodal Telemedicine Clinical Course." Nurse Educator 46, no. 5 (May 2, 2021): E122—E126. http://dx.doi.org/10.1097/nne.0000000000001019.

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Brown, Kimberly, Heather Humphreys, Elizabeth Whorley, and Diane Bridge. "Ready to Care? Student Nurse Perceptions of Spiritual Care Education." Journal of Christian Nursing 36, no. 1 (2019): E5—E10. http://dx.doi.org/10.1097/cnj.0000000000000579.

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Nash, Robyn, and Theresa Harvey. "Student Nurse Perceptions Regarding Learning Transfer Following High-Fidelity Simulation." Clinical Simulation in Nursing 13, no. 10 (October 2017): 471–77. http://dx.doi.org/10.1016/j.ecns.2017.05.010.

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Gillespie, Mark. "Student nurse perceptions of client groups and clinical placement areas." British Journal of Nursing 22, no. 6 (March 28, 2013): 340–45. http://dx.doi.org/10.12968/bjon.2013.22.6.340.

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Warrender, Dan, and Scott Macpherson. "Student nurse perceptions of experiential learning to understand personality disorder." British Journal of Mental Health Nursing 7, no. 4 (August 2, 2018): 173–88. http://dx.doi.org/10.12968/bjmh.2018.7.4.173.

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Zirkel, Perry A. "School Nurse Advocacy: The Dilemma of Ethical Interpretation Versus Legal Protection." NASN School Nurse 33, no. 5 (July 19, 2018): 288–90. http://dx.doi.org/10.1177/1942602x18784564.

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This article summarizes the facts and rulings of a recent, representative federal court decision concerning the legal claims of a school nurse who had engaged in advocacy for student safety, with particular attention to a student with insulin-dependent diabetes who committed suicide. The discussion of the court’s rulings for the school nurse’s various legal claims identifies the difference between ethical interpretation in terms of prevailing perceptions among school nurses and legal protection in terms of the current state of the case law specific to such advocacy.

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Dunagan, Amanda, Adrien Green, Tracey Hodges, Robin McCormick, Leslie Painter, Candace Pierce, Sherry Seibenhener, Shunda Wilburn, and Diane Young. "The Art of Discharge Planning: Teaching Nursing Students to Address Disparities Through Simulation." Creative Nursing 28, no. 3 (August 1, 2022): 192–97. http://dx.doi.org/10.1891/cn-2021-0029.

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Background: Discharge planning is crucial to ensuring that patients’ care and recovery needs are addressed. A new nurse graduate must be prepared to enter a clinical practice environment in which hospitals face penalties for patient readmissions. Methods: Student nurses were assigned simulated patients with a variety of health disparities and health-care diagnoses to address. A qualitative research design evaluated student perceptions of discharge planning and cultural competency. Results: Students found the simulation to be vital to their clinical experience. Students were able to develop discharge teaching that was culturally congruent for each simulated patient. Conclusions: Incorporating discharge teaching simulation into the nursing curriculum can positively impact students’ ability to transition to clinical practice and build confidence in a skill that is rarely incorporated into nursing curricula.

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Heikkinen, Eija, and Arja Isola. "Student nurses’ experiences and perceptions of envy in one nurse education environment in Finland." Nurse Education Today 24, no. 3 (April 2004): 160–68. http://dx.doi.org/10.1016/j.nedt.2003.11.004.

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Guejdad, Khadija, Ali Ikrou, Camilla Strandell-Laine, Redouane Abouqal, and Jihane Belayachi. "Healthcare Students’ Perceptions of the Quality of the Clinical Learning Environment in Morocco: A Cross-Sectional Study." Nursing Research and Practice 2024 (May 21, 2024): 1–9. http://dx.doi.org/10.1155/2024/7849334.

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Background. The clinical learning environment (CLE) is critical for developing the practical skills needed in healthcare professions. This study aimed to evaluate healthcare students’ perceptions of the quality of the CLE using the Arabic version of the Clinical Learning Environment, Supervision and Nurse Teacher (ar. CLES + T) scale. The study also aimed to evaluate the tool’s measurement invariance and compare perceptions among student groups. Methods. This cross-sectional study was carried out at two health education institutes in Morocco throughout the academic year 2018-2019 among 1550 undergraduate students who had just finished a clinical practicum in a hospital or primary healthcare facility. Data were gathered using the ar. CLES + T scale. Confirmatory factor analysis (CFA) and multigroup CFA were performed. The measurement invariance of the ar. CLES + T scale was assessed across gender, study year, and clinical practicum duration, using configural invariance, metric invariance, scalar invariance, and strict invariance. The t-test and analysis of variance were used to compare the mean scores of the student groups. Results. Students expressed positive perceptions toward the CLE. The “Pedagogical atmosphere on the ward” dimension scored the highest, while the “Role of the nurse teacher” dimension received the lowest scores. The measurement invariance of the ar. CLES + T scale by gender, study year, and clinical practicum duration was established. First-year students and those with an extended practicum period were the most satisfied. Conclusion. To promote effective learning in the clinical environment, nurse teachers might use innovative teaching approaches tailored to their evolving role in these settings. Moreover, extending the duration of clinical practicum can further enhance student learning outcomes.

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Moraes, Aluana, Maria Helena Dantas de Menezes Guariente, Mara Lúcia Garanhani, and Brígida Gimenez de Carvalho. "The nurse training in research in the undergraduate education: teaching perceptions." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1556–63. http://dx.doi.org/10.1590/0034-7167-2017-0511.

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ABSTRACT Objective: To analyze how the approach of the theme “scientific investigation” can contribute to the development of the scientific competence of the Nursing student. Method: A descriptive-exploratory, case-study, qualitative study was carried out with professors from a public university in the South of Brazil. Data were collected through a semi-structured individual interview and a group interview, called the conversation circle. Results: Data analysis consisted of three categories: “Research as a structuring theme and scientific principle in undergraduate student training in Nursing”; “Research as a structuring theme and scientific principle in undergraduate student training in Nursing”; “Sap research and educational principle in the integrated curriculum”. Conclusion: Research training can occur at all undergraduate academic moments, providing the student with the knowledge of scientific research as a formative content and as an investigative attitude, in order to enable the development of scientific competence in professional practice.

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McCluskey, Alison, Garth Kendall, and Sharyn Burns. "Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia." Journal of Research in Nursing 24, no. 7 (November 8, 2018): 515–26. http://dx.doi.org/10.1177/1744987118807250.

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Background Nurses play a significant role in promoting health in schools; however, they are often poorly resourced to do so. Aims The aim of the study was to identify the perceptions of students, parents and teachers regarding the resources school nurses require in order to practise effectively in the secondary school environment in Perth, Western Australia. Methods One-on-one interviews were conducted with parents, teachers, nurses, school principals and school counsellors. Focus groups were conducted at three schools with students in years 10, 11 and 12, parents and teachers. Interviews and focus group data were analysed using thematic analysis. Results It was acknowledged that nurses in all schools were under-resourced, with large student numbers contributing to high workloads. The importance of privacy during a visit to the school nurse was highlighted by students. All stakeholders discussed the advantages of nurses completing extra qualifications, in addition to an undergraduate degree. Appropriate support and supervision were also highlighted. Conclusions School nurses need to thoroughly document and describe the work that they do and collaborate within the school community to advocate for increased resources. There is a great need for further research regarding the school nurse role involving the whole school community, and most importantly the students.

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Uwimana, Philomene, Donatilla Mukamana, Yolanda Babenko-Mould, and Oluyinka Adejumo. "Exploring factors affecting the facilitation of nursing students to learn paediatric pain management in Rwanda: A descriptive qualitative study." PLOS ONE 17, no. 2 (February 16, 2022): e0263609. http://dx.doi.org/10.1371/journal.pone.0263609.

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Nurse educators and nurse preceptors play a fundamental role in facilitating nursing students’ acquisition and utilization of professional competencies. Previous studies about key elements for teaching and learning about pain in nursing education programs include students’ personal characteristics and previous experiences; educators’ knowledge, skills, and beliefs; learners’ exposure to leaders in pain education; and curricular pain content and delivery approaches. These studies were mainly carried out in developed countries, with a context of educational and health care systems different from those of developing countries. The current study explores academics’, clinical nurse preceptors’, and nursing students’ perceptions about factors influencing the facilitation of nursing students’ competency for paediatric pain management in Rwanda. A qualitative descriptive exploratory design was used in this study that utilized in-depth interviews with six nurse educators and eight nurse preceptors, and focus group discussions with nineteen senior year nursing students. The study setting included five sites: two academic institutions and three clinical settings. Narratives from participants were transcribed verbatim and analysed using thematic analysis. The analysis yielded six themes describing factors that affected the facilitation of students’ learning about paediatric pain management. The themes included student motivation, facilitators’ attributes, collaboration between academics and clinicians, nurses’ limited autonomy for decision-making regarding PPM practices, shortage of human and material resources, and educational qualification. Knowing these factors is essential as it provides an opportunity to design targeted interventions aimed to enhance the capacity of nurse educators and clinical nurse preceptors involved in teaching nursing students about paediatric pain management.

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Alammar, Kamila, Muayyad Ahmad, Sultanah Almutairi, and Olfat Salem. "Nursing Students’ Perception of the Clinical Learning Environment." Open Nursing Journal 14, no. 1 (August 19, 2020): 174–79. http://dx.doi.org/10.2174/1874434602014010174.

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Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

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Shorey, Shefaly, Mien Li Goh, Shin Yuh Ang, Lina Ang, M. Kamala Devi, and Emily Ang. "The Progression and Future of Nursing in Singapore: A Descriptive Qualitative Study." Journal of Transcultural Nursing 30, no. 5 (January 28, 2019): 512–20. http://dx.doi.org/10.1177/1043659618823909.

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Introduction: Nursing professionalism and nursing identity are important for retention of nurses. Despite of much attention on nurses in Singapore, there is still a shortage of nurses. This study aims to understand the perceptions of the progression and future of the nursing profession in Singapore. Methodology: A descriptive qualitative study design was used. The participants were 20 nurse educators, clinical nurses, and student nurses. Data were collected through focus group and online interviews and analyzed thematically. Results: Nurses felt a need to bridge the theory–practice gap and various factors to the underlying cause of the shortage of nurses were highlighted. Nurses shared their desires to see greater autonomy among nurses and a greater focus on community nursing in the future. Discussion: Collaboration between nurse academics and clinical nurses may bridge the theory–practice gap. To reduce the issue of the shortage of nurses, efforts to promote nursing professionalism are required.

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LaManna, Jacqueline B., Dawn O. Eckhoff, Jodi Duncan, and Mindi Anderson. "Nurse Practitioner Student Perceptions of a Pilot Simulated Gerontologic Telehealth Visit." Journal of Nursing Education 60, no. 7 (July 2021): 408–13. http://dx.doi.org/10.3928/01484834-20210616-10.

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Rusch, Lorraine, Julie Manz, Maribeth Hercinger, Ann Oertwich, and Kandis McCafferty. "Nurse Preceptor Perceptions of Nursing Student Progress Toward Readiness for Practice." Nurse Educator 44, no. 1 (2019): 34–37. http://dx.doi.org/10.1097/nne.0000000000000546.

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Chuan, Ooi Loo, and Tony Barnett. "Student, tutor and staff nurse perceptions of the clinical learning environment." Nurse Education in Practice 12, no. 4 (July 2012): 192–97. http://dx.doi.org/10.1016/j.nepr.2012.01.003.

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