Clinical Hours: Perceptions of Students for a 9-Hour Hospital Clinical Practicum and a 3-Hour Seminar

2.50
Hdl Handle:
http://hdl.handle.net/10755/304432
Category:
Abstract
Type:
Presentation
Title:
Clinical Hours: Perceptions of Students for a 9-Hour Hospital Clinical Practicum and a 3-Hour Seminar
Author(s):
Welle, Mary Kay; Peacock-Johnson, Annette
Lead Author STTI Affiliation:
Nu Omicron
Author Details:
Mary Kay Welle, MSN, RN, CNS, ONC, mkwelle@sbcglobal.net; Annette Peacock-Johnson, RN, MSN;
Abstract:

Session presented on: Wednesday, July 24, 2013

Purpose: The purpose of this study was to examine the perceptions of junior and senior baccalaureate nursing students regarding the impact of a dedicated structured three-hour clinical seminar on learning. 

Methods: This mixed method study was conducted by use of a survey.  Both quantitative and qualitative data were collected.  For the quantitative analysis, a Likert scale was used to measure the effectiveness of seminar on the development of confidence and understanding of specific, structured seminar activities.  For the qualitative analysis, students were asked to respond narratively as to how seminar did or did not enhance their understanding of clinical concepts or critical thinking. Students also were asked their opinions regarding seminar length, timing, and value.

Results: Five themes were identified as contributing to student learning including:  communication strategies, learning through shared student experiences, concept mapping/clinical paperwork, critical thinking, and skills.  Junior students identified discussion and analysis of actual patient scenarios, following by practice with therapeutic/listening communication skills and evaluation of medication effectiveness as being of most benefit.  Senior students identified therapeutic/listening communication skills and assistance with the plan of care as being most helpful closely followed by the ability to prepare and deliver an evidenced based practice professional group presentation.  Student responses were mixed regarding the scheduling and length of the clinical seminar.

Conclusion:   Nursing clinical faculty need to identify the most effective method(s) for clinical instruction. Studies regarding the best method and format for clinical nursing education outlining optimal type and length of clinical experience are lacking.  This study identified that students overwhelmingly supported the clinical seminar as a format that contributed to their learning.  Of greatest benefit was the learning that occurred through mutual discussion and sharing.  Students also responded to the benefit of the clinical seminar as having time to reflect and synthesize information from clinical experiences.

Keywords:
Clinical Instruction; Post Conference; Nursing Education
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleClinical Hours: Perceptions of Students for a 9-Hour Hospital Clinical Practicum and a 3-Hour Seminaren_GB
dc.contributor.authorWelle, Mary Kayen_GB
dc.contributor.authorPeacock-Johnson, Annetteen_GB
dc.contributor.departmentNu Omicronen_GB
dc.author.detailsMary Kay Welle, MSN, RN, CNS, ONC, mkwelle@sbcglobal.net; Annette Peacock-Johnson, RN, MSN;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304432-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Purpose: </b> The purpose of this study was to examine the perceptions of junior and senior baccalaureate nursing students regarding the impact of a dedicated structured three-hour clinical seminar on learning.  <p><b>Methods: </b> This mixed method study was conducted by use of a survey.  Both quantitative and qualitative data were collected.  For the quantitative analysis, a Likert scale was used to measure the effectiveness of seminar on the development of confidence and understanding of specific, structured seminar activities.  For the qualitative analysis, students were asked to respond narratively as to how seminar did or did not enhance their understanding of clinical concepts or critical thinking. Students also were asked their opinions regarding seminar length, timing, and value. <p><b>Results: </b> Five themes were identified as contributing to student learning including:  communication strategies, learning through shared student experiences, concept mapping/clinical paperwork, critical thinking, and skills.  Junior students identified discussion and analysis of actual patient scenarios, following by practice with therapeutic/listening communication skills and evaluation of medication effectiveness as being of most benefit.  Senior students identified therapeutic/listening communication skills and assistance with the plan of care as being most helpful closely followed by the ability to prepare and deliver an evidenced based practice professional group presentation.  Student responses were mixed regarding the scheduling and length of the clinical seminar. <p><b>Conclusion: </b>  Nursing clinical faculty need to identify the most effective method(s) for clinical instruction. Studies regarding the best method and format for clinical nursing education outlining optimal type and length of clinical experience are lacking.  This study identified that students overwhelmingly supported the clinical seminar as a format that contributed to their learning.  Of greatest benefit was the learning that occurred through mutual discussion and sharing.  Students also responded to the benefit of the clinical seminar as having time to reflect and synthesize information from clinical experiences.en_GB
dc.subjectClinical Instructionen_GB
dc.subjectPost Conferenceen_GB
dc.subjectNursing Educationen_GB
dc.date.available2013-10-22T20:35:43Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:35:43Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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