Nursing relection

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Nursing relection

Introduction One of the most critical experiences for student nurses is their Nursing relection to patients in the clinical.

It is where they encounter the human side of nursing. From an educational perspective, the clinical placement is the venue where skills, knowledge and attitudes developed in the theoretical part of the curriculum are applied, developed and integrated Newton et al. Learning in clinical practice provides up to half of the educational experience for students taking Bachelor of Science in Nursing.

Chan [11] accounts that among student nurses, the clinical nursing environments is perceived as the most influential context for gaining nursing skills and knowledge. From a clinical perspective, the nurses who preceptor and guide nursing students through weeks Nursing relection learning experiences see Nursing relection as potential new recruits to their specialty field of nursing Happel [21] Regardless of the perspective on clinical placements, a plethora of studies have found that clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question Fagerberg et al.

Graduate nurses contend that they are more likely to apply for work in settings where they had positive experiences during undergraduate clinical placements Edwards et al.

It is therefore an important task to ensure good learning environments in all clinical settings used in nursing education. Ironically, in most cases, students are not versed as regards standards and measures of clinical work which consequently restricts them in terms of function in a health care Nursing relection.

What could have these student nurses experienced during their placement in the clinical setting through their training years? In recent years, nursing education has been focusing on theoretical education and on the deep gap between theoretical and clinical education created.

This gap has been frequently mentioned in the research literature with Sandelands [50] observing that these two ideas were mutually exclusive.

My Story . . . (uncensored) When I Quit Nursing School

Implication wise, students often struggled to see the connection of the holistic grand theorists with the practical world of nursing. Another dimension to this challenge was that theoretical developments informed by research often ran ahead of clinical practice.

The theory practice gap created a tension that moved the profession forward over time — new knowledge led to new practices. As a result, the entrance of these unskillful students to the nursing care system, the quality of such falls day to day.

One of the most valuable components of a nursing program is the clinical learning environment CLE. This setting provides students with unique learning opportunities in which classroom theory and skills are put to the test with real life situations.

Clinical learning environments include hospitals, school clinics, health departments, hospice units, and other health care settings utilized for student learning. The CLE differs from the classroom or lab setting in many ways. Typically, the classroom and labs are controlled by instructors.

This includes lectures, labs, tests, dress codes, student conduct, break times, attitudes, and the learning environment atmosphere. Massarweh [32] described the clinical setting as a clinical class-room. Attitudes, work ethics, staff members, unit environment, equipment and supplies, census, and patients and family members are elements of the CLE that cannot be controlled by instructors.

This unpredictable environment is very different from the classroom and can be a major shock for students. For the application of the theoretical side of nursing in the clinical learning settings, clinical teaching is highly needed. Clinical teaching is the means by which student nurses learn to apply the theory of nursing and facilitating integration of theoretical knowledge and practical skills in the clinical setting which becomes the art and science of nursing.

South African Nursing Council SANC [55] states that the overall objective of clinical practice is to provide student nurses with meaningful learning opportunities in every area of placement according to the level of training to ensure that on completion of the program, the student nurses are able to nurse efficiently.

This implies that the group should be able to demonstrate the ability to solve problems effectively. Application of a scientific approach to nursing from the initial assessment to the rehabilitation of the patient or client along with an environment which is conducive to learning and provides the appropriate support from skilled practitioners and educators is a must.

Student nurses are found to be on the verge of developing the sense of responsibility for the health and well-being of others as having been introduced to the threshold of clinical practice at early adulthood. Leaving the safe and supportive teaching environments of their school, they are placed into clinical environments that are perceived as unfamiliar and complex and that require dealings with diverse human relations.

On a personal note, expressing whether excitement, happiness, fulfilment, concerns, or dissatisfaction with clinical learning experiences generated an interest to formally investigate the experiences of student nurses during placement in clinical learning environments that include hospital wards and units, the community and health clinics.

Nursing relection

These experiences could only be accessed through the people- the student nurses who lived them. It is in such light that the barest essentials of exploring through the lived experiences of student nurses is underscored. Through this endeavour, the group may be assisted in achieving their educational goals during clinical practice while investing on having to develop an effective clinical teaching strategy in nursing education.

The research findings and recommendations may assist nurse educators and unit managers in shaping effective clinical learning environments for student nurses, consequently enabling the group to distinguish, anchored on their perspective attributes which positively or negatively influence clinical learning.

This knowledge contributes to the improvement of nursing education for the production of more efficient nurses. Also, it may cast some light on the problems encountered by student nurses today. As to nurse educators and unit mangers, the material may serve as basis for them to be able to assist and offer necessary support to the student nurses while in practice placement.

These go in consonance with Quinn [45] who states that qualified nurses are the key factor in influencing the learning environment of student nurses.

Background Early studies in the s examined multiple facets of student learning on clinical placement and demonstrated the complexity and demanding nature of the clinical environment, indicating that this area of learning is unpredictable and far beyond the control of faculty members Twinn and Davies [57], Welcome to Nursing Praxis in New Zealand Ranking - ERA Rank A Our Vision.

To contribute to knowledge transmission and utilisation that stimulates and encourages praxis - "the action and reflection of people upon their world in order to transform it" (Friere, ).

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