Student nurse perception of the staff nurse role

A survey was undertaken to identify the developing perception of the staff nurse role by student nurses in two health districts of one regional health authority using a questionnaire specially developed for the survey. A sample of 190 was selected from student nurses, staff nurses and sisters, working within those areas used for general nurse teaching at the two districts. The results indicate that first-year student nurses hold perceptions of the importance of the functions of the staff nurse role which are significantly different from the staff nurse whilst second-year students respond in the same way as staff nurses. Third-year student nurses hold a perception of the staff nurse role which does not differ significantly from that held by staff nurses except for the clinical function. Questions relating to performing within these functions were less easily interpreted. The results do not demonstrate a sequential developing perception of the staff nurse role, rather a change over the first year with some areas of performance remaining different throughout the years of training. Possible reasons for these differences are advanced. Difficulties in generalizing the results due to the limitations of the data obtained, questionnaire design and the locations for the study, are identified.     

Nepalese undergraduate nursing students' perceptions of the clinical learning environment,supervision and nurse teachers: A questionnaire survey

BackgroundClinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal.ObjectivesTo examine Nepalese nursing students' perceptions regarding the CLE and supervision.DesignA cross-sectional questionnaire design was used.SettingsGovernment and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.ParticipantsStudents with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n = 350). The final sample comprised 263 students.MethodsA self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.ResultsStudents' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p < 0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha = 0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p < 0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p < 0.0001).ConclusionThis is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.     

Student nurses' experiences and perceptions of envy in one nurse education environment in Finland

The aim of this paper is to describe the different definitions of envy in a nurse education environment. Answers are sought to questions concerning student nurses' experiences and perceptions of envy and their ways of coping with envy in one polytechnic of health and welfare in Finland. Conclusions are presented to illuminate the concept of envy based on student nurses' perceptions in one polytechnic, where 64 (N = 100) student nurses were recruited from among the available (attending classes) students in 1998. The research material was collected using an instrument of 15 open-ended questions. The phenomenographic approach was used to analyze the data. According to this paper, envy appears different, depending on whether students are talking about their personal feelings of envy or envy shown by others. Furthermore, envy is described differently at the general level and in health care. Student nurses described their own envy as mild nuances of feelings, while envy at the general level was described as consisting of aggressive feelings. The most general way of coping with envy is rationalization. These findings can be used to help student nurses identify envy as a concept and also to recognize emotions as part of personal knowledge.     

Student learning in clinical nursing education: perceptions of the relationship between assessment and learning

There is a wealth of literature demonstrating that clinical nursing education is an important part of the baccalaureate programme in preparing students for entry into the nursing profession. While much attention has been given to the factors that can affect learning outcomes in the clinical environment, student and teacher perceptions of the relationship between assessment and learning has remained an under-researched area. The purpose of this study was to explore the perceptions about what students learned and how they learned during their clinical practicum, and to examine the role played by assessment in influencing student learning. Data were collected through a series of focus group interviews with groups of nursing students, graduates, and teachers. It was revealed that students' learning during the clinical practicum was, to a large extent, affected by their perceptions of the assessment tasks. As a result, they adopted a surface approach to learning and focused on preparing for the assessment tasks to the detriment of their learning. Assessment, in this study, exerted what has been described as a negative "backwash" effect on learning. Since assessment may also foster student learning in a positive way, suggestions are offered as to what can be done to bring about a positive "backwash" effect.     

Undergraduate nursing students' perceptions of their clinical learning environment

The clinical learning environment (CLE) is an interactive network of forces influencing student learning outcomes in the clinical setting. This study used mixed methods to identify factors characterizing students' perceptions of the CLE. The sample consisted of 229 undergraduate students in the second or third year of their biophysical nursing strand. The five subscales of the Clinical Learning Environment Scale, 'Staff-student relationships', 'nurse manager commitment', 'patient relationships', 'student satisfaction' and 'hierarchy and ritual', were supported by qualitative data obtained from student interviews. Interpersonal relationships between the participants in the CLE were crucial to the development of a positive learning environment. Student satisfaction with the CLE was both a result of, and influential in creation, a positive learning environment. Nurse educators, clinical venues, and all others participating in the undergraduate nursing students' clinical education, must colloborate in order to crate a CLE which promotes the development of well-educated registered nurses capable of providing safe, cost-effective patient care.     

Clinical environment as a learning environment: student nurses' perceptions concerning clinical learning experiences

The aim of this study is to describe student nurses' perceptions of clinical learning experiences in the context of the clinical learning environment. We use the phenomenological approach by Colaizzi. The data was collected by unstructured interviews. Altogether 16 student nurses were asked to describe the significance of clinical learning experiences and good and bad learning experiences. Four elements sum up these clinical learning experiences: the appreciation and support the students received, the quality of mentoring and patient care, and students' self-directedness. Student nurses valued clinical practice and the possibilities it offered in the process of growing to become a nurse and a professional. A good clinical learning environment was established through good co-operation between the school and the clinical staff. It was concluded that the school should be able to provide a suitable clinical learning environment at the right time, so that theory and practice would complement each other. The teacher was the expert on nursing education, the aims set for each practice, as well as student nurses and their skills, but then again the nurse mentor knew the ward on which students were practicing. This was why collaboration between nurse mentors and nurse teachers was considered very necessary.     

Nursing students' perceptions about clinical learning environment in Turkey

Clinical education has a vital role in nursing curriculum. Clinical education environment can be enhanced by feedbacks provided by students. The purpose of this research was to search factors that affect the clinical learning environment. A qualitative approach was used. 36 nursing students were recruited from school of nursing in Turkey. It was found that students are negatively affected by communication errors and feedbacks given in the presence of patients by instructors. The constant presence of instructors may be the source of stress for some students. Besides peer support and favourable communication with peers have a positive impact on student learning. Communication with hospital staff and instructors are important. The study revealed that student learning is affected by the level of confidence and support displayed by patients. In order to ensure the most favourable learning environment for students, it is essential that cooperation should be increased between school staff and clinical staff, instructor skills should be developed, and students should be supported in the clinical environment.     

Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment

This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second‐year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension “supervisory relationship (mentor)”, as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically‐significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions “premises of nursing care” and “premises of learning” were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands.     

护理本科生对临床学习环境认知与其实习表现相关分析

目的:探讨我国护理本科生对临床学习环境的认知与其临床实习自评情况之间的相关性.方法:研究对象为我国5所部属医科大学在校实习的115名护理本科生.采用临床学习环境量表(CLES)测量学生对临床学习环境的认知情况,护理本科生临床实践行为量表(CET)调查学生实习表现自评情况.2份问卷的信度系数分别为0.95(CLES)和0.86(CET).结果:本科生临床学习环境认知和实习表现自评得分分别为3.31±0.58和2.57±0.52.经Pearson相关分析,学生对临床学习环境的认知与学生对自己实习表现的相关系数为0.53,P＜0.01.结论:学生对自己所在医院的临床学习环境中度满意,学生实习表现自评情况比较令人满意.学生对临床学习环境的认知与其实习表现的自我评价呈中度正相关,对临床学习环境的认知越好,他们对自我实习表现的评价越高.     

The clinical learning environment and supervision by staff nurses: developing the instrument

The aims of this study were (1) to describe students' perceptions of the clinical learning environment and clinical supervision and (2) to develop an evaluation scale by using the empirical results of this study. The data were collected using the Clinical Learning Environment and Supervision instrument (CLES). The instrument was based on the literature review of earlier studies. The derived instrument was tested empirically in a study involving nurse students (N=416) from four nursing colleges in Finland. The results demonstrated that the method of supervision, the number of separate supervision sessions and the psychological content of supervisory contact within a positive ward atmosphere are the most important variables in the students' clinical learning. The results also suggest that ward managers can create the conditions of a positive ward culture and a positive attitude towards students and their learning needs. The construct validity of the instrument was analysed by using exploratory factor analysis. The analysis indicated that the most important factor in the students' clinical learning is the supervisory relationship. The two most important factors constituting a 'good' clinical learning environment are the management style of the ward manager and the premises of nursing on the ward. The results of the factor analysis support the theoretical construction of the clinical learning environment modelled by earlier empirical studies.     

Student and staff relationships in a clinical practice model: impact on learning

This qualitative study describes the perspectives of diploma nursing students and staff nurses on the student-staff relationship and the impact this relationship has on student learning. Staff and students, working in a clinical practice model setting in a large urban hospital, participated in focused interviews following a 15-week clinical practice assignment. Findings revealed there were several commonalities in staff and student perceptions of the relationship. Both staff and students described role perception, staff characteristics, and the workplace environment as important factors influencing the relationship and student learning. Students also identified working in a collegial relationship as being important to learning and their socialization into the nursing profession.     

The nurse specialist role in Hong Kong: perceptions of nurse specialists, doctors and staff nurses

AIM: The purpose of this study is to review and delineate the impact in terms of the perceived importance as well as the role components of nurse specialists in Hong Kong. RATIONALE: The Nurse Specialist Scheme was launched in 1994 in Hong Kong. Studies in the West showed that there were impacts on the roles of other members among the health care team. However, minimal local published work has been carried out in reviewing the scheme. DESIGN: The design of the study was nonexperimental. Data were collected by self-administered questionnaires. The questionnaire adopted was developed by O'Mullan (1995), and the five roles studied were administration, clinical practice, consultation, education and research. To ensure the contextual relevancy and consistency of the questionnaire, content validity and test-retest reliability tests were performed. The content validity index was 0.85 and the test-retest reliability (Spearman's rho coefficient) ranged from 0.57 to 0.97. Subjects were obtained by stratified convenience sampling technique. The ratios for subject selection among the doctors, ward managers, nursing officers and registered nurses were 3:1:3:10, respectively. Because of the small numbers for nurse specialists, they were all included in the study. The final sample consisted of 11 nurse specialists, 47 ward managers, 56 nursing officers, 110 registered nurses and 15 doctors (n=239). RESULTS: The results showed that there were significant differences in the perceptions of importance of the administration, clinical practice, education and research roles, and the frequency of occurrence of the clinical practice and research roles. This was further verified by the Fisher's Least Significant Differences (LSD) test. CONCLUSIONS: A regulatory system of the nurse specialist was recommended to monitor the development of the nurse specialist role and practice and to ensure the safety of the public with regard to the emerging role. Both the implications and limitations are discussed.     

A demystification of the clinical nurse specialist role: perceptions of clinical nurse specialists and nurse administrators

Differences of nurse administrators and clinical nurse specialists regarding components of the clinical specialist role were investigated. To be effective in facilitating the maximum use of the abilities of the clinical specialist, it is essential that nurse educators establish a data base about the clinical nurse specialist role from the perspective of employers and the clinical nurse specialists themselves. Subjects were 54 nurse administrators and 35 clinical specialists from a large metropolitan area. The results indicated that, generally, both groups were in agreement except for the research component. Administrators placed a higher value on research than did the clinical specialists. Both groups valued the clinical practice component with the clinical specialists tending to see themselves more heavily committed to direct specialized patient care than did the administrators. The educational component was also valued with the consultant function receiving the highest rating of all the functions surveyed. The administration component was valued least highly of all the components. It is recommended that nurse educators evaluate their educational endeavors in preparation of clinical specialists especially for research functions, and, also, consultation and those functions supportive of nursing staff.     

Student contributions to clinical agencies: a comparison of adult health and psychiatric staff nurses' perceptions

Clinical rotations in acute medical and psychiatric inpatient facilities are an essential component of the education for undergraduate nursing students. The benefits students receive from these clinical experiences have been documented, but no data have been reported regarding the advantages that students may bring to agencies. This exploratory study, which used a mail-back survey, asked adult health/medical-surgical nurses and mental health/psychiatric nurses in acute care units about the effects undergraduate nursing students had on staff time, staff development, quality of care, staff's personal satisfaction, and unit standards and practices during their clinical rotations. Results indicated that students contribute to the personal and professional satisfaction of the staff by offering opportunities for mentoring and reciprocal learning and allowing nurses to participate in students' professional development. Students also contribute to patient care.     

Patient and staff perceptions of a psychiatric ward environment

Perceptions of 37 psychiatric patients and 34 staff were surveyed to compare their views of ward environment, using items from the Ward Atmosphere Scale (WAS). The actor-observer (A-O) model, which focuses on the inclination of individuals to make ego-enhancing explanations for their situation, was used in interpreting patient and staff differences. Perceptions of patients and staff were significantly different (p less than or equal to .05) on six of the nine WAS subscales. In situations where staff take pride in a behavior (involvement, support, spontaneity, practical orientation, personal problem orientation, and program clarity), perceptions on the WAS were higher for staff than patients. In the area of staff control, which may be perceived as negative by staff, staff rated themselves as less potent than did patients. Discussion of the difference in perception has potential therapeutic use in clarifying roles, sharing of responsibility, and enhancing the ability of patients and staff to express or modify perceptions.