Practices of caring for nursing students: A clinical learning environment

ObjectiveThe purpose of this study was to explore, describe and illuminate nursing students’ best encounters of caring in the clinical learning environment. Caring for nursing students was emphasized and recommendations provided to enhance caring for nursing students within their clinical learning environment.MethodsQualitative data was collected by the researcher using semi-structured individual interviews and an Appreciative Inquiry (AI) methodology. Ten second year nursing students undertaking the bridging course leading to registration as general nurses in terms of Regulation 683 of the South African Nursing Council (SANC) were purposively sampled from 3 private hospitals within the Western Cape. Data was analysed using Giorgi’s method.ResultsThe main theme included the best and ‘least best’ caring practices embedded in the centrality of the heart. The subthemes comprised of the nursing students’ experiences of caring literacy and caring illiteracy. The second theme included the creation of best caring practices within a conducive clinical learning environment. Within this theme, the subthemes comprised of the caring attributes required in reflecting best caring practices, as well the creation of a clinical learning environment to optimise caring.ConclusionsThe significance and necessity of caring for the nursing student were clearly illustrated and confirmed by participants. Caring was equated to the heart as the core to the nursing students’ being. Recommendations for nursing education, management, practice and research were therefore specifically formulated to enhance caring towards nursing students.     

Promoting an active clinical learning environment for associate degree nursing students

Nurse educators are challenged to develop and implement clinical learning opportunities. The authors discuss their experiences to include the planning process, clinical coordination and faculty roles, positive student experiences in diverse settings, and their successful outcomes. Recommendations are included which highlight a deliberate, thoughtful approach.     

实习护生对临床学习环境态度的调查

目的调查实习护生对临床学习环境评价情况,比较本科、大专护生对临床学习环境评价的差异性。方法采用便利抽样的方法对医院115名护生进行临床学习环境问卷的调查。结果实习护生对临床学习环境评价的总分为(142.00±22.43)分,本科和大专护生对临床学习境的评价总分差异无统计学意义(P0.05),但师生关系维度得分差异具有统计学意义(P0.05)。护生对临床学习环境评价中师生关系得分最为(25.99±4.09)分;个性化评价得分最低为(21.12±4.29)分。结论护理管理者应积极为护生创造良好的临床学习环境。     

Accompaniment needs of first year nursing students in the clinical learning environment

The clinical learning environment creates many opportunitics for student learning and the development of critical competencies in the nursing profession. The learning that takes place in this environment, however, confronts the first year nursing student with challenges that are absent from the classroom situation and causes the student to experience a significant amount of uncertainty and anxiety. The study revealed that the students experience uncertainty due to the lack of opportunities to develop competence in providing nursing care. The contributing factors towards this experience are: unavailability and inaccessibility of staff due to time constraints; shortage and/or absence of equipment to fulfil nursing duties and meet the needs of patients; conflict in the expectations of nursing school personnel and clinical nursing personnel in hospitals, as well as a lack of awareness among senior professionals of the needs and problems of first year nursing students in the clinical health care environment. Furthermore the students experienced the nature of the clinical learning programme as disrupting the continuity in patient care learning experiences, and the guidance and support by nursing personnel in the clinical learning environment as inadequate. The aim of this study was to reflect the importance of effective accompaniment by tutors/mentors, personnel in the clinical environment and any other person involved in the education of the first year nursing student, to prepare and enable him/her to become a knowledgeable, safe, competent nursing practitioner.     

高职护理专业学生实习成绩与临床学习环境的分析

目的 了解高职护理专业学生实习成绩情况,以及其对临床学习环境的评价.方法 采用便利抽样方法,选择在浙江省36家二级甲等以上教学医院实习的高职护理学生为调查对象,应用临床学习环境(氛围)评价量表、学生成绩登记表对其进行调查.结果 学生对临床学习环境评价总分为(173.07±16.02)分,各维度评分由高到低为:任务定位(26.68±3.98)分,人际关系(26.01±4.60)分,学生参与性(25.64±4.44)分,工作氛围和团队文化(25.54±4.42)分,创新性(25.41±4.60)分,个性化(24.50±5.36)分.学生实习成绩最低分为60.00分,最高分为99.25分,呈偏态分布,偏态系数-2.22;三级甲等医院实习生实习成绩低于三级乙等、二级甲等医院.实习成绩与临床学习环境各维度无相关性.结论 护理专业学生实习成绩偏高,学生实习成绩与其对临床学习环境的评价不相关.建议引入形成性评价、第三方考核制度,重视学生个性化和创新性培养,加强细节管理,提高实习效果.     

护理本科生理想和现实临床学习环境认知状况调查研究

目的调查护理专业本科生临床实习过程中对理想和现实临床学习环境的认知状况,为改善临床学习环境和实习效果提供参考依据。方法应用中文版临床学习环境问卷,于2014年7月对135名实习前期护理专业本科生进行理想临床学习环境问卷调查,于2014年12月对118名实习中期护理专业本科生进行现实临床学习环境问卷调查。结果护理专业本科生理想临床学习环境得分(174.60±10.82)高于现实临床学习环境得分(133.63±24.50),差异有统计学意义(t=16.67,P0.001)。结论护理专业学生临床学习环境有待进一步改善,以提高临床学习质量。     

带教老师视角下护生临床学习环境的质性研究

[目的]探讨带教老师视角下护生的临床学习环境,为护生建立理想的临床学习环境提供参考依据。[方法]运用质性研究中Van Manen诠释现象学的研究法,将39名带教老师按科室分为6组,进行焦点小组访谈。[结果]整理形成6份完整的访谈资料,经过详细分析,从中提炼出3个主题:教学理念存在差异;师生之间缺乏沟通信任;忽视专业成长。[结论]带教老师应持有积极的教学理念,创造良好教学氛围;注重和护生的沟通,增进互信,建立和谐师生关系;关注护生专业成长,努力为护生建立理想临床学习环境。     

高职护生临床学习环境现状分析与对策

临床学习环境是影响护生学习效果的各种因素的总和,包括临床工作人员、护生、服务对象、教学机会、学习资源等,是影响护生学习经历的重要因素^[1]。朱闻溪^[2]通过对文献回顾,认为临床学习环境应包括人际关系、工作氛围及团队文化、实习任务的定位、护生的参与性、创新性和个性化等六个维度。Dunn^[1]认为临床学习环境是临床环境中相互作用的影响学生学习效果的所有因素构成的一个网络,     

学生区病房在护生临床实习中的应用

[目的]了解实习护生对学生区病房实习模式的认可度。[方法]采用问卷法对50名护生进行行为表现自评。[结果]90.0%的护生对学生区病房的临床实习模式持赞成态度,实习结束时护生对学生区病房模式的评价均高于进入病区时。[结论]实习护生对学生区病房临床实习模式的认同度较高。     

The teacher as manager of the learning environment

Teaching is more than transmitting a certain body of knowledge to the learner; it is motivating the learner to be responsible for meeting his own learning needs. In order to do this, the teacher must be aware of the principles of learning, the learning preference styles of the student, and be knowledgeable of all the methods of teaching. The attitude of the teacher is extremely important in achieving the goal of students becoming independent learners. He must have faith in the student's ability, promote a trusting relationship, act as a facilitator and resource person, and be willing to take risks and change himself. Instead of viewing the teacher as a lecturer, he is viewed as a manager of the learning environment, and by utilizing a variety of teaching methods, hopefully, the personal learning needs of the student can be met, and while learning occurs, it may even be fun.     

Leadership development course for creating a learning environment

This article describes a leadership development course designed to prepare leadership to promote cultural changes in a large health care system undergoing an initiative of patient care redesign. Entitled "Creating A Learning Environment," the course is based on Peter Senge's work. His five disciplines are presented as central concepts with practice examples. Characteristics of a learning environment and strategies to promote the cultural change necessary for its formation are explained.     

三年制高职护生临床学习环境评价的调查研究

目的调查三年制高职护理实习生临床学习环境评价的现状,为护理临床教育提供指导和借鉴。方法采用临床学习环境评价量表对167名三年制高职护理实习生进行调查。结果 1三年制高职护生对临床学习环境评价得分为(164.46±30.11)分,条目均分为(3.92±0.12)分。2各维度条目均分依次为任务定位(4.07±0.07)分,工作氛围和团队精神(3.97±0.13)分,创新性(3.96±0.07)分,护生参与性(3.92±0.09)分,人际关系(3.89±0.07)分,个性化(3.68±0.14)分。3除人际关系维度外,三年制高职护生各维度得分均高于本科护生(P0.01)。结论三年制高职护生对临床学习环境的评价较好,但在个性化培养方面仍然存在不足。建议重视护生对临床学习环境的评价,在提供良好实习环境的基础上注重个性化发展的需要。     

Experiences after international clinical placement as nursing students in a paediatric ward

AimThe aim of this study is to investigate nurses’ experiences after participating in an international clinical placement programme as nursing students while staying for one to three weeks in a paediatric ward.BackgroundStudent mobilisation is expected to increase the quality of education. Hence, offering international clinical placement programme in low- and high-income countries is a commonly used learning activity in bachelor programmes in nursing. Many studies have mainly examined the general experiences gained from international clinical placement programme but have not specifically focussed on the setting of paediatric wards in hospitals. Nursing students are required to acquire knowledge of paediatric nursing with children as patients.Design and methodIn this qualitative study, a hermeneutic, phenomenological approach was adopted. Data were collected through individual interviews with eight nurses after they participated in an international clinical placement programme as nursing students in a paediatric ward.ResultsMeetings with children’s destinies as patients were overwhelming, being an observer provided insights into and an overview of paediatric nursing, access to the resources required for treating children is limited, nurses had a different role and parents had an extended caring role.ConclusionAll participants gained knowledge of children as patients at a hospital and also gained knowledge of the parents’ and nurses’ roles and the treatment methods of various diseases that are relevant to paediatric nursing. This helped provide them with the cultural knowledge, awareness and sensitivity required, given the contrasting situation at their home country.     

我国护理本科生临床学习环境的现状调查

临床实习是培养护理本科生(简称护生)的关键时期,它提供给护生在临床中运用专业知识、技能、发展专业能力和培养专业态度的机会。临床学习环境(clinical learning environment,CLE)是临床环境中影响学生临床学习效果的所有因素的综合,     

Transforming pedagogy in nursing education: a caring learning environment for adult students

This article is an account of a project involving nursing faculty and adult learners. Their purpose was to generate interactive and collaborative pedagogies. Reflection and dialogue were used to explore how the educational experience can be transformed into an engaging and caring learning environment for adult students. Principles derived from humanistic nursing and caring, reflection, and teaching and learning guided this project.     

我院临床护理学习环境现状的调查研究

临床实习是培养护生的关键时期,因为它是影响护生获得护理专业知识和能力的最主要因素[1].而临床学习环境是影响护生临床学习效果的各种因素的总和,是护生获得护理技能、角色社会化、树立护理专业责任感的场所,直接影响到护生在临床环境的学习效果[2].为了给护生提供一个更好的实习环境, 2009年9月笔者采用临床学习环境评价量表对我院护生88人进行了调查与分析,旨在为今后开展干预措施,提高临床护理教学水平提供理论依据.