Purpose: The purpose of this study was to explore undergraduate nursing students’ perceptions of their clinical learning experience, and the reported findings emerged from narratives of their experience. Design: This...Purpose: The purpose of this study was to explore undergraduate nursing students’ perceptions of their clinical learning experience, and the reported findings emerged from narratives of their experience. Design: This was a hermeneutic phenomenological study which took place at a university nursing college in Malawi. Participants for the study were purposively selected from third- and fourth-year undergraduate nursing students and the data were collected through in-depth interviews. A framework developed by modifying Colaizzi’s procedural steps guided the phenomenological analysis. Findings: The study reveals factors which cause stress among undergraduate nursing students during their clinical practice. The following themes emerged from the study: lecturer/nurse interaction with students: stress associated with patient care and stress associated with objective structured clinical examination (OSCE). The lecturer is perceived to significantly induce stress, and this is common when the student perceives that the lecturer’s interaction is in a “policing” manner. The primary stressors associated with patient care include lack of life-saving medication which sometimes leads to death of a patient, taking care of critically ill patients unsupervised, and fear of contracting infections such as HIV and tuberculosis, and death of a patient. Factors associated with stress during OSCE include use of examiners whom students are not familiar with and the conduct of OSCE in the skills lab which has better resources than the clinical settings where students practice. Conclusions: The study reveals sources of stress during nursing students’ clinical practice and its effects on their learning and motivation. Consistent with existing literature, these findings confirm that nursing students experience considerable levels of stress during clinical practice. Recommendations: The study suggests that nursing education can be quite a stressful experience to the learners. It is therefore essential that nurse educators should address the various sources of stress which the study has revealed to enhance students’ clinical learning and provide the student nurses with the needed care.展开更多
The role of practice teaching in the cultivation of college talents is becoming more and more important. Students＇ off-campus internships are an essential part of practice teaching. The organizational implementation ...The role of practice teaching in the cultivation of college talents is becoming more and more important. Students＇ off-campus internships are an essential part of practice teaching. The organizational implementation of off-campus internship is the foundation of the success of the internship and the realization of the goal of training talents. The university should improve the system construction, ensure the student＇s off-campus program, the organization, the teacher, the financial support and so on. In line with the principle of mutual benefit, the author will strengthen communication and exchanges with enterprises and establish a long-term and stable basis for after-school internship. To guarantee the practice effect and achieve the goals of talents cultivation, stimulating students＇ enthusiasm to participate in the internship is necessary through the establishment of scientific and reasonable practice performance evaluation system.展开更多
目的探讨分析在呼吸重症监护室(respiratory intensive care unit,RICU)护生实习教学中应用翻转课堂结合案例教学法(case-based learning,CBL)的效果。方法选取2021年8月—2023年3月在厦门医学院附属第二医院RICU实习护生60名,根据教学...目的探讨分析在呼吸重症监护室(respiratory intensive care unit,RICU)护生实习教学中应用翻转课堂结合案例教学法(case-based learning,CBL)的效果。方法选取2021年8月—2023年3月在厦门医学院附属第二医院RICU实习护生60名,根据教学方式将所学生分为结合教学组与单独教学组,每组30名。结合教学组运用翻转课堂结合CBL教学法,单独教学组应用单独的CBL教学法,对比分析2组学生临床考核结果、问卷调查结果、主观能力评分以及教学满意度等情况。结果结合教学组笔试成绩为(94.28±4.85)分,操作成绩为(90.49±5.78)分,总成绩为(93.25±5.56)分。单独教学组笔试成绩为(83.21±3.12)分,操作成绩为(83.12±4.26)分,总成绩为(83.49±4.02)分,差异均有统计学意义(P<0.001)。同时,结合教学组促进知识理解与掌握成绩为(8.41±0.89)分,激发学习兴趣成绩为(8.68±0.91)分。单独教学组促进知识理解与掌握成绩为(7.82±0.76)分,激发学习兴趣成绩为(7.90±0.72)分,差异均有统计学意义(P<0.05)。结合组学生满意度90.00%,高于单独教学组的63.33%,差异有统计学意义(P<0.05)。结论在RICU护生实习教学中应用翻转课堂结合CBL教学法能有效提升学生总成绩、沟通交流能力与团队协作意识,有效调动学生参与课堂学习积极性和主动性,引领学生高效理解和掌握知识。展开更多
文摘Purpose: The purpose of this study was to explore undergraduate nursing students’ perceptions of their clinical learning experience, and the reported findings emerged from narratives of their experience. Design: This was a hermeneutic phenomenological study which took place at a university nursing college in Malawi. Participants for the study were purposively selected from third- and fourth-year undergraduate nursing students and the data were collected through in-depth interviews. A framework developed by modifying Colaizzi’s procedural steps guided the phenomenological analysis. Findings: The study reveals factors which cause stress among undergraduate nursing students during their clinical practice. The following themes emerged from the study: lecturer/nurse interaction with students: stress associated with patient care and stress associated with objective structured clinical examination (OSCE). The lecturer is perceived to significantly induce stress, and this is common when the student perceives that the lecturer’s interaction is in a “policing” manner. The primary stressors associated with patient care include lack of life-saving medication which sometimes leads to death of a patient, taking care of critically ill patients unsupervised, and fear of contracting infections such as HIV and tuberculosis, and death of a patient. Factors associated with stress during OSCE include use of examiners whom students are not familiar with and the conduct of OSCE in the skills lab which has better resources than the clinical settings where students practice. Conclusions: The study reveals sources of stress during nursing students’ clinical practice and its effects on their learning and motivation. Consistent with existing literature, these findings confirm that nursing students experience considerable levels of stress during clinical practice. Recommendations: The study suggests that nursing education can be quite a stressful experience to the learners. It is therefore essential that nurse educators should address the various sources of stress which the study has revealed to enhance students’ clinical learning and provide the student nurses with the needed care.
文摘The role of practice teaching in the cultivation of college talents is becoming more and more important. Students＇ off-campus internships are an essential part of practice teaching. The organizational implementation of off-campus internship is the foundation of the success of the internship and the realization of the goal of training talents. The university should improve the system construction, ensure the student＇s off-campus program, the organization, the teacher, the financial support and so on. In line with the principle of mutual benefit, the author will strengthen communication and exchanges with enterprises and establish a long-term and stable basis for after-school internship. To guarantee the practice effect and achieve the goals of talents cultivation, stimulating students＇ enthusiasm to participate in the internship is necessary through the establishment of scientific and reasonable practice performance evaluation system.
文摘目的探讨分析在呼吸重症监护室(respiratory intensive care unit,RICU)护生实习教学中应用翻转课堂结合案例教学法(case-based learning,CBL)的效果。方法选取2021年8月—2023年3月在厦门医学院附属第二医院RICU实习护生60名,根据教学方式将所学生分为结合教学组与单独教学组,每组30名。结合教学组运用翻转课堂结合CBL教学法,单独教学组应用单独的CBL教学法,对比分析2组学生临床考核结果、问卷调查结果、主观能力评分以及教学满意度等情况。结果结合教学组笔试成绩为(94.28±4.85)分,操作成绩为(90.49±5.78)分,总成绩为(93.25±5.56)分。单独教学组笔试成绩为(83.21±3.12)分,操作成绩为(83.12±4.26)分,总成绩为(83.49±4.02)分,差异均有统计学意义(P<0.001)。同时,结合教学组促进知识理解与掌握成绩为(8.41±0.89)分,激发学习兴趣成绩为(8.68±0.91)分。单独教学组促进知识理解与掌握成绩为(7.82±0.76)分,激发学习兴趣成绩为(7.90±0.72)分,差异均有统计学意义(P<0.05)。结合组学生满意度90.00%,高于单独教学组的63.33%,差异有统计学意义(P<0.05)。结论在RICU护生实习教学中应用翻转课堂结合CBL教学法能有效提升学生总成绩、沟通交流能力与团队协作意识,有效调动学生参与课堂学习积极性和主动性,引领学生高效理解和掌握知识。
