Nursing Students Experiences of Clinical Practice
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작성자 Richard Hawker 작성일23-01-26 05:26 조회26회 댓글0건관련링크
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Internationally, clinical placements are a required component of nursing student education. Despite the importance of clinical education to the achievement of Nursing Essay Writing competencies by nursing students, few studies have examined students' narratives describing their learning experiences during clinical placement. Such research may be required to provide a more in-depth understanding of clinical learning experiences than quantitative surveys.
Methods Between 2010 and June 2020, a systematic thematic synthesis of qualitative studies was conducted. We sought English language studies that provided a thematic analysis of the learning experiences of undergraduate nursing students during placement. The databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar were searched. The study was guided by the ENTREQ statement for enhancing the transparency of qualitative research synthesis reporting.
Results
In the review, twenty-seven qualitative studies were included. A thematic analysis revealed more than one hundred themes and subthemes across the studies. A cluster analysis revealed both positive and https://nursingessaytutor.com negative elements that were identified in the studies as barriers to clinical learning. Positive features included supportive teachers, close supervision, and a sense of belonging (in the team). Unsupportive instructors, a lack of control, and exclusion were regarded as obstacles. "Preparation," "Welcomed and wanted," and "Supervision experiences" were identified as the three key overarching themes that could describe a successful placement. To enhance comprehension of the complexities associated with supervision, a conceptual model of clinical placement elements conducive to Nursing Essay Writing students' learning was developed. The results and model are discussed and presented.
Conclusion
The conceptual model presents elements that positively influence the clinical placement learning experiences of students. This model may provide a framework for guiding professional development programs and strategies to support students and supervisors, representing a significant step beyond the current rhetoric surrounding clinical placement.
Methods Between 2010 and June 2020, a systematic thematic synthesis of qualitative studies was conducted. We sought English language studies that provided a thematic analysis of the learning experiences of undergraduate nursing students during placement. The databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar were searched. The study was guided by the ENTREQ statement for enhancing the transparency of qualitative research synthesis reporting.
Results
In the review, twenty-seven qualitative studies were included. A thematic analysis revealed more than one hundred themes and subthemes across the studies. A cluster analysis revealed both positive and https://nursingessaytutor.com negative elements that were identified in the studies as barriers to clinical learning. Positive features included supportive teachers, close supervision, and a sense of belonging (in the team). Unsupportive instructors, a lack of control, and exclusion were regarded as obstacles. "Preparation," "Welcomed and wanted," and "Supervision experiences" were identified as the three key overarching themes that could describe a successful placement. To enhance comprehension of the complexities associated with supervision, a conceptual model of clinical placement elements conducive to Nursing Essay Writing students' learning was developed. The results and model are discussed and presented.
Conclusion
The conceptual model presents elements that positively influence the clinical placement learning experiences of students. This model may provide a framework for guiding professional development programs and strategies to support students and supervisors, representing a significant step beyond the current rhetoric surrounding clinical placement.
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