2.50
Hdl Handle:
http://hdl.handle.net/10755/155467
Type:
Presentation
Title:
Nursing Students' Perceptions of the Clinical Experience
Abstract:
Nursing Students' Perceptions of the Clinical Experience
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Dillon, Patricia M., DNSc, RN
P.I. Institution Name:Temple University
Title:Assisant Professor
As part of a quantitative, longitudinal study designed to examine the cognitive, competence and confidence developmental outcomes of baccalaureate nursing students over an academic year with clinical experience, qualitative anecdotal data were collected to obtain students' perceptions of the clinical experience. The Dillon Developmental Model (DDM) provided the conceptual framework for the study linking theory and practice together in an experiential learning environment. This model proposes that nursing students progress from novice to competent developmental stages over the course of their nursing education. This report focuses on the student's perception of the clinical experience. To capture the essence of the clinical experience, two open-ended questions on the student questionnaire provided another view. Students were asked to answer two questions at each data collection phase; first, ôWould you describe your feelings prior to the first clinical experience, after your first semester with clinical experience, and at the end of the first year with clinical experience?ö And second, ôAny additional comments you wish to make about your clinical experience?ö The anecdotal data were examined using a quasi-statistical analysis style with manifest content analysis. The students' responses identified feeling associated with their cognitive, competence and confidence development over the academic year. Dominant feelings surfaced at each phase of the study that correlated with the beginning student, the novice, and advanced beginner of DDM. Anecdotal data revealed students who went from being nervous, scared, anxious, excited, unprepared and ôdumbö to being confident, comfortable and eager to learn more after an academic year with clinical experience. This study is the beginning of an area of investigation that addresses clinical experience outcomes within a developmental model. This can serve as the basis for further research that evaluates the effects of the clinical experience, maximizes the students' clinical learning and begins to validate evidenced based clinical outcomes.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNursing Students' Perceptions of the Clinical Experienceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155467-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Nursing Students' Perceptions of the Clinical Experience</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Dillon, Patricia M., DNSc, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Temple University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assisant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">PMD1952@AOL.com</td></tr><tr><td colspan="2" class="item-abstract">As part of a quantitative, longitudinal study designed to examine the cognitive, competence and confidence developmental outcomes of baccalaureate nursing students over an academic year with clinical experience, qualitative anecdotal data were collected to obtain students' perceptions of the clinical experience. The Dillon Developmental Model (DDM) provided the conceptual framework for the study linking theory and practice together in an experiential learning environment. This model proposes that nursing students progress from novice to competent developmental stages over the course of their nursing education. This report focuses on the student's perception of the clinical experience. To capture the essence of the clinical experience, two open-ended questions on the student questionnaire provided another view. Students were asked to answer two questions at each data collection phase; first, &ocirc;Would you describe your feelings prior to the first clinical experience, after your first semester with clinical experience, and at the end of the first year with clinical experience?&ouml; And second, &ocirc;Any additional comments you wish to make about your clinical experience?&ouml; The anecdotal data were examined using a quasi-statistical analysis style with manifest content analysis. The students' responses identified feeling associated with their cognitive, competence and confidence development over the academic year. Dominant feelings surfaced at each phase of the study that correlated with the beginning student, the novice, and advanced beginner of DDM. Anecdotal data revealed students who went from being nervous, scared, anxious, excited, unprepared and &ocirc;dumb&ouml; to being confident, comfortable and eager to learn more after an academic year with clinical experience. This study is the beginning of an area of investigation that addresses clinical experience outcomes within a developmental model. This can serve as the basis for further research that evaluates the effects of the clinical experience, maximizes the students' clinical learning and begins to validate evidenced based clinical outcomes.</td></tr></table>en_GB
dc.date.available2011-10-26T13:52:11Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:52:11Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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