Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Nursing Students’ Satisfaction with Their Clinical Experiences
Current Issue
Volume 4, 2017
Issue 2 (March)
Pages: 16-21   |   Vol. 4, No. 2, March 2017   |   Follow on         
Paper in PDF Downloads: 95   Since Jun. 15, 2017 Views: 1533   Since Jun. 15, 2017
Authors
[1]
Manal Zeinhom Ahmed Higazee, Department of Nursing Management, Faculty of Nursing, Menofia University, Menofia Governorate, Arab Republic of Egypt; Faculty of Nursing, Zarqa University, Zarqa, Jordan.
[2]
Ahmad Rayan, Psychiatric and Mental Health Nursing, Faculty of Nursing, Zarqa University, Zarqa Governorate, Kingdom of Hashmite of Jordan.
[3]
Mohamed Abu Ades, Critical Care Nursing, Al Ghad International Colleges for Health Sciences, Tabouk, Kingdom of Saudi Arabia.
[4]
Fatma Alrawashdeh, Community Health Nursing Administrative in-Charge Nurse, International Rescue Committee, Irbid Governorate, Jordan.
Abstract
Background: Studying students' satisfaction regarding clinical experiences is crucial to develop confidence in clinical nursing practices after graduation, and improve educational institutions' teaching strategies to meet students' learning needs ever changing demands. Aim: Evaluate nursing students' satisfaction with clinical education in both clinical field placement and nursing laboratories. Methods: A descriptive correlational research design was employed in one of the faculties of nursing at a private university in Jordan. A convenient sample of 293 questionnaires was collected from students enrolled in clinical courses during the academic year 2013/2014. Two different instruments were used to assess students' satisfaction regarding their clinical experiences; one for laboratory settings, and the other for clinical settings. Results: The study revealed that students were generally satisfied with their training experiences; with high mean satisfaction level regarding their laboratories experiences and moderate mean satisfaction level regarding their clinical experiences(45.3, 34.0) respectively. Conclusion: Using high-fidelity simulations increases students' satisfaction with their clinical education in both clinical field and nursing laboratories, which might enhance students' confidence in clinical nursing practices after graduation.
Keywords
Clinical Experiences, Laboratory Experiences, Students' Satisfaction, Nursing
Reference
[1]
Ahmed, M. Z., Touama, H., & Rayan, A. (2015). Students' Perspectives about Nursing Education. American Journal of Educational Research, 3(3), 288-291.‏
[2]
Alinier, G. (2007). A typology of educationally focused medical simulation tools. Medical Teacher, 29(8), 243-250.
[3]
Bisholt, B., Ohlsson, U., Engström, A. K., Johansson, A. S., & Gustafsson, M. (2014). Nursing students' assessment of the learning environment in different clinical settings. Nurse education in practice, 14(3), 304-310.‏
[4]
Chesser, P. A. (2005). The lived experiences of general students nurses on their first clinical placement: a phenomenological study. Nurse Education in Practice, 5, 320-327.
[5]
Clark, C. M. (2008). Student Voices on Faculty Incivility in Nursing Education: A Conceptual Model. Nursing Education Perspectives, 29(5), 284-289.
[6]
Claudette, K. (2007). Student’s perception on effective clinical teaching revisited. Nurse Education Today, 27(8), 885-892.
[7]
Croxon, L., & Maginnis, C. (2009). Evaluation of clinical teaching models for nursing practice. Nurse Education in Practice, 9(4), 236-243.
[8]
Dobrowolska, B., McGonagle, I., Jackson, C., Kane, R., Cabrera, E., Cooney-Miner, D.,... & Kekuš, D. (2015). Clinical practice models in nursing education: implication for students' mobility. International nursing review, 62(1), 36-46.‏
[9]
Elcigil, A., & Yildirim Sari, H. (2007). Determining problems experienced by student nurses in their work with clinical educators in Turkey. Nurse Education Today, 27, 491-498.
[10]
Elisha, S., & Rutledge, D. N. (2011). Clinical Education Experiences: Perceptions of Student Registered Nurse Anesthetists. AANA Journal 79(4), 35-42.
[11]
Ewertsson, M., Allvin, R., Holmström, I. K., & Blomberg, K. (2015). Walking the bridge: Nursing students' learning in clinical skill laboratories. Nurse education in practice, 15(4), 277-283.‏
[12]
Fisher, D., & King, L. (2013). An integrative literature review on preparing nursing students through simulation to recognize and respond to the deteriorating patient. Journal of Advanced Nursing, 69(11), 2375-2388.‏
[13]
Jaradeen, N., Jaradat, R., Safi, A. B., & Tarawneh, F. A. (2012). Students satisfaction with nursing program. Bahrain Med Bull, 34(1), 1-6.‏
[14]
Kirkman, T. R. (2013). High fidelity simulation effectiveness in nursing students’ transfer of learning. International Journal of Nursing Education Scholarship, 10(1), 171-176.‏
[15]
Lee, C., Liu, A., Del Castillo, S., Bowyer, M., Alverson, D., Muniz, G., et al. (2007). Towards an immersive virtual environment for medical team training. Studies in Health Technology and Informatics, 125, 274-279.
[16]
Mahoney, A. E. D., Hancock, L. E., Iorianni-Cimbak, A., & Curley, M. A. (2013). Using high-fidelity simulation to bridge clinical and classroom learning in undergraduate pediatric nursing. Nurse education today, 33(6), 648-654.‏
[17]
Megel, M. E., Black, J., Clark, L., Carstens, P., Jenkins, L. D., Promes, J.,... & Goodman, T. (2012). Effect of high-fidelity simulation on pediatric nursing students’ anxiety. Clinical Simulation in Nursing, 8(9), e419-e428.‏
[18]
Morgan, R. (2006). Using clinical skills laboratories to promote theorypractice integration during the first practice placement: an Irish perspective. Journal of Clinical Nursing, 15(5), 155-161.
[19]
Owen, H. (2016). Simulation in Nursing. In Simulation in Healthcare Education (pp. 403-416). Springer International Publishing.‏
[20]
Papastavrou, E., Lambrinou, E., Tsangari, H. b., Saarikoski, M. c., & Leino-Kilpi, H. d. (2010). Student nurses experience of learning in the clinical environment. Nurse Education in Practice, 10(3), 176-182.
[21]
Rahimi, A., & Ahmadi, F. (2005). The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in tehran’s nursing Schools. Iranian Journal of Medical Education, 5(2), 73-80, 2005.
[22]
Richardson, H., Goldsamt, L. A., Simmons, J., Gilmartin, M., & Jeffries, P. R. (2014). Increasing faculty capacity: Findings from an evaluation of simulation clinical teaching. Nursing education perspectives, 35(5), 308-314.‏
[23]
Rika, T., & Denham, S. (2009). Clinical instruction and student outcomes. Teaching Learning Nurs, 4(4), 139-147.
[24]
Saarikoski, M., Isoaho, H., Warne, T., & Leino-Kilpi, H. (2008). The nurse teacher in clinical practice: Developing the new sub-dimension to the clinical learning environment and supervision (CLES) scale. International Journal of Nursing Studies, 45, 1233-1237.
[25]
Sand-Jecklin, K. (2009). Assessing nursing student perceptions of the clinical learning environment: refinement and testing of the SECEE inventory. Journal of Nursing Measurement, 17(3), 232-246.‏
[26]
Sharif, F., & Masoumi, S. (2005). A qualitative study of nursing student experiences of clinical practice. BMC Nursing 4(1), 6-10.
[27]
Tiwari, A., Lam, D., Yuen, K. H., Chan, R., Fung, T., & Chan, S. (2005). Student learning in clinical nursing education: Perceptions of the relationship between assessment and learning. Nurse Education Today, 25, 299-308.
[28]
Wellard, S., Woolf, R., & Gleeson, L. (2007). Exploring the use of clinical laboratory in undergraduate nursing programs in regional Australia International Journal of Nursing Education Scholarship, 4(1), 1-15.
[29]
Yuan, H. B., Williams, B. A., & Fang, J. B. (2012). The contribution of high-fidelity simulation to nursing students' confidence and competence: a systematic review. International Nursing Review, 59(1), 26-33.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
CONTACT US
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
E-mail:
LET'S GET IN TOUCH
Name
E-mail
Subject
Message
SEND MASSAGE
Copyright © 2013-, Open Science Publishers - All Rights Reserved