Nursing Clinical Experiences
Nursing students gain diverse experiences in their clinical practice, which may be significant in the clinical teaching strategy. This article reviews experiences that nurses go through during their practice. In collecting information, the study applied focus groups to acquire the opinion and experiences of the students. 90 participants were randomly chosen to fill in the nine groups of ten students each (Sharif & Masoumi 2005). Coded method was applied in the analysis of the acquired information as a qualitative method. Among the major factors realized from the study includes clinical supervision, professional role, initial clinical anxiety and theory-practice gap. From the study, it is apparent that the students were frustrated with the education. Anxiety arose as part of incompetency in nursing skills.
Student nurses are stressed and anxious in clinical practice. These experiences arise because of lack of necessary skills, difficult working environment, unfamiliarity with the environment and the presence of evaluators from the department. It is necessary therefore to understand the experiences of the students and find out effective approaches in solving the problems. Clinical experiences are applicable in finding effective approaches in clinical experiences among the nurses.
Significance of the study to nursing
Clinical experiences are effective approaches in finding enhanced approaches in teaching clinical nursing.
- To find clinical experiences among the nurses
- To find challenges nurses endure during their clinical experiences
- To find effective approaches in teaching clinical education among nursing students
- What are the experiences of student nurses in their clinical practice?
- How do nursing students perceive clinical education?
- What are the challenges nursing students endure in their clinical practice?
- How can the experiences enhance teaching clinical nursing among the students?
H0 – Nursing experiences are significant in understanding the significance of clinical education in their careers
H1 – Other approaches are more effective in finding out the significance of clinical education in nursing careers
H0 – Clinical experiences can be applied in finding out enhanced methods of teaching clinical education to nurses
H1 – Other approaches are superior in finding out enhanced methods of teaching clinical education to nurses
Background of the Study
Clinical experience has been a component of nursing education. This experience is necessary for preparation of the nurses in their careers. Nurses are expected to have the knowledge and experience in the clinical principles, which are otherwise impossible to acquire except through experience (Lindop 1987). The practice further enables the nurses to apply their critical skills in solving arising problems. To overcome the challenge of stress, nursing educators are encouraged to respond by assisting the affected students. In nursing program, clinical experience is the leading component in producing anxiety among nurses. Anxiety and stress are propagated by difficult patients, unknown departments, absence of clinical experience and fear of having mistakes in the presence of faculty members (Beck & Srivastava 1991). Previous studies affirm that preliminary experience led in the production of anxiety within the study. Causes of this stress have further reviewed by other studies (Sheila, Huey-Shyon & Shiowli 2002). From these studies, it is necessary that the outlook of the students in the clinical experience will assist in the development of efficient teaching approaches in the nursing education.
Methods of study
Focus groups design is effective in this study as there is the opportunity to engage the students in organized discussions to highlight their perception on clinical education practice. Several perspectives can be obtained in respect to this study. Focus group design is an effective approach in qualitative studies of programmed and limited participants. Words and observations are effective in defining the natural occurrences. Interviews within focus groups are significant as it reveals more information, which can be applied during, and after the study in making decisions. 90 baccalaureate-nursing students were randomly chosen for this study of which a third was picked from second, third and fourth years. At least 90% were females while the rest were male students, single between 18-25 years of age. There were nine groups each consisting of ten students. Open-ended questions were asked to initiate the discussions (Sharif & Masoumi 2005). These discussions were recorded for further reviewing and analysis.
Results and Discussion of the study
From the study, four major factors arose from the perspective of the participants. Initial clinical anxiety, point of view, theory practice, and clinical supervision. It is apparent that students find their first experience tough and filled with anxiety in their first placement. The main issue, which worried them most, is giving of wrong information to the patients. Lack of knowledge made the students become more worried about harming the patients. Absence of incorporation of theory into the practice made the students become more worried.
It is necessary for the ward staff to be incorporated into the study of the students during their practice. Instructors ought to balance between teaching and evaluating instead of leaning on evaluation only. Professional nursing and nursing auxiliaries need to be clearly defined to minimize confusion over the two. It is therefore necessary to incorporate theory education as part of the clinical practice for improved confidence among the students. From the research, it is evident that clinical skills training ought to be re-evaluated. The findings need to be re-examined by the education and practice sector to solve challenges that the students have to endure in the practice.
The study was conducted after obtaining approval from the host institution. The administrators gave the researchers permission to carry out the study. Participants were made aware of the objectives of the study and the methodology to be applied. Oral and written consent was received from each of the participants for interviews and focus group discussions. Their identities and those of the institutions where they carried out their clinical practice were however hidden from the public for protection. Concealing of the details about the patients is ethically encouraged for protection of the privacy of the patients (Dunn & Burnett, 1995).
Nurses gain diverse experiences in their clinical practice. This experience is significant in the clinical teaching strategy. From the study, nurses shared their experiences during their practice. Focus groups to apply to acquire the opinion and experiences of the students. 90 participants were randomly chosen to fill in the nine groups of ten students each. Coded method was applied in the analysis of the acquired information as a qualitative method. Among the major factors realized from the study includes clinical supervision, professional role, initial clinical anxiety and theory-practice gap. It is obvious that students were dissatisfied with the clinical element as part of the education. It is therefore necessary to incorporate theory education as part of the clinical practice for improved confidence among the students.
Beck, D. & Srivastava, R. “Perceived level and Source of Stress in Baccalaureate Nursing Students.” Journal of Nursing Education 1991, 30(3):127-132.
Dunn, S. V. & Burnett, P. “The Development of a Clinical Learning Environment Scale.” Journal of Advanced Nursing. 1995. Vol 22: 1166-1173.
Lindop, E. “Factors associated with student and pupil nurse wastage.” Journal of Advanced Nursing. 1987, 12(6):751-756.
Sharif, F. & Masoumi, S. “A Qualitative Study of nursing students Experiences of Clinical Practice.” BMC Nursing. 2005. 4(6)
Sheila, S., Huey-Shyon, L. & Shiowli, H. “Perceived Stress and Physio-Psycho-Social status of Nursing students during their initial period of clinical practice.” International Journal of Nursing Studies. 2002, 39:165-175.