Nursing students’ preparation methods for clinical practice
Palad, Paul; Jiongco, Ma. Katherine; De Vera, Roger (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024051612606
https://urn.fi/URN:NBN:fi:amk-2024051612606
Tiivistelmä
A strong educational foundation is necessary to produce competent nurses. Schools are expected to equip them with tools necessary to deliver safe and quality care. The purpose of this study is to determine how the nursing students are prepared for their clinical practice. The goal is to substantiate the strengths of the nursing program and recognize areas of improvement.
Prior to data collection, a research permit was obtained from the university of the applied science. Data were obtained using a survey questionnaire distributed through Webropol. The responses were read, coded, and analyzed with the use of Inductive Content Analysis (ICA). Based on the responses, pattern of repeated data was identified and grouped to come up with the meaning units. Sub-categories were associated together and further clustered into broader essence and pointed to main categories.
The finding revealed three main categories, namely: Clinical Skills Enhancement, Student Supervision and Student Preparation. Clinical Skills Enhancement included the sub-categories Competency Building by Simulation, Skills Building by Skills Lab and Practice Placements. Student Supervision included the sub-categories Learning Guided by a Teacher, Evaluation by a Teacher, Supervised by Experienced Mentors, Finnish Language Practice and Self-Directed Learning. Student Preparation included the sub-categories Education by Integration and Student Development Program.
The designs used for preparing nursing students for clinical practice are competitive with global standards. There are minimal areas for improvement that do not involve curriculum revision. From the said conclusions recommendations were formulated as follows: dissemination of results through publication in the school's library website and at local or national nursing journals, conducting related studies using result as framework, and inclusion of the study results in the pre-clinical orientation program, administering a comprehensive pre-clinical examination and offering remediation sessions. Additional recommendations were to provide more opportunities to practice the Finnish language, conducting conferences of interdisciplinary professionals and stimulation of students' interest in current nursing trends and collaborations with clinical areas for student participation and involvement.
Prior to data collection, a research permit was obtained from the university of the applied science. Data were obtained using a survey questionnaire distributed through Webropol. The responses were read, coded, and analyzed with the use of Inductive Content Analysis (ICA). Based on the responses, pattern of repeated data was identified and grouped to come up with the meaning units. Sub-categories were associated together and further clustered into broader essence and pointed to main categories.
The finding revealed three main categories, namely: Clinical Skills Enhancement, Student Supervision and Student Preparation. Clinical Skills Enhancement included the sub-categories Competency Building by Simulation, Skills Building by Skills Lab and Practice Placements. Student Supervision included the sub-categories Learning Guided by a Teacher, Evaluation by a Teacher, Supervised by Experienced Mentors, Finnish Language Practice and Self-Directed Learning. Student Preparation included the sub-categories Education by Integration and Student Development Program.
The designs used for preparing nursing students for clinical practice are competitive with global standards. There are minimal areas for improvement that do not involve curriculum revision. From the said conclusions recommendations were formulated as follows: dissemination of results through publication in the school's library website and at local or national nursing journals, conducting related studies using result as framework, and inclusion of the study results in the pre-clinical orientation program, administering a comprehensive pre-clinical examination and offering remediation sessions. Additional recommendations were to provide more opportunities to practice the Finnish language, conducting conferences of interdisciplinary professionals and stimulation of students' interest in current nursing trends and collaborations with clinical areas for student participation and involvement.