An Investigation Of Student Nurses Experiences Of Learning Within The Clinical Learning Environment
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Clinical Teaching Strategies in Nursing, Fourth Edition
| Author | : Kathleen Gaberson |
| Publisher | : Springer Publishing Company |
| Total Pages | : 395 |
| Release | : 2014-03-05 |
| Genre | : Medical |
| ISBN | : 0826119611 |
Print+CourseSmart
Student Nurses' Experiences of the Hospital as a Learning Environment
| Author | : Margaret Serona Carelse |
| Publisher | : |
| Total Pages | : 184 |
| Release | : 2003 |
| Genre | : Nursing |
| ISBN | : |
Clinical learning is a major component of nursing education. Clinical learning has been associated with hospitals. Nursing students spend (60%) of their education and learning in the hospitals, clinics; MOU and community health centres as a learning environment. Being a practice discipline, the nursing students must be able to apply theory learned in the classroom to the actual clinical setting. It is thus important to identify the factors that will positively enhance learning and those that are negative and that hinder learning in the clinical learning environment. The factors which influence how students learn in the clinical setting is knowledge which is critical for nurse educators. It appeared that the aspect of clinical learning in a hospital ward is an area of enquiry that has not been explored to any extent, particullarly in the South African context, and particularly in the recent past. The aim of this study was to gain insight into the hospital as a learning environment by exploring the perceptions and experiences of student nurses allocated to hospitals to gain learning experience.
Clinical Learning and Teaching Innovations in Nursing
| Author | : Kay Edgecombe |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 229 |
| Release | : 2013-11-11 |
| Genre | : Education |
| ISBN | : 9400772327 |
This book provides an in-depth insight into the Dedicated Education Units (DEU) clinical learning strategy. It shows how DEUs work and explains the concept, philosophy, principles, practical implementation and first-hand experiences of this ground-breaking, global work-integrated learning strategy. It presents the benefits of DEUs and offers insight into how DEUs can provide real options for solving the increasingly complex dilemma of providing more students with more experiences of hands-on practice while reducing costs and ensuring greater numbers of work ready graduates. The book serves as a reference for nurse student education and is particularly salient for those setting up a DEU. It can be used as a springboard for work-integrated learning innovations for all practice-based disciplines. Dedicated Education Units (DEU) provide a flexible clinical learning strategy with a focus on founding principles and adaptation to different clinical contexts rather than a concrete model for clinical learning. DEUs are essentially clinical environments in which students develop a sense of security to explore learning opportunities, knowing there are people present who will ensure they do not make intractable errors; people who will guide and support them to achieve optimal learning. Whilst developed initially for nurse education, DEUs can be adapted to other professional learning settings.
The CLES-Scale: An Evaluation Tool for Healthcare Education
| Author | : Mikko Saarikoski |
| Publisher | : Springer |
| Total Pages | : 116 |
| Release | : 2017-11-20 |
| Genre | : Medical |
| ISBN | : 3319636499 |
This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Qualitative Research in Nursing
| Author | : Helen Streubert Speziale |
| Publisher | : Lippincott Williams & Wilkins |
| Total Pages | : 496 |
| Release | : 2011 |
| Genre | : Medical |
| ISBN | : 0781796008 |
"Qualitative Research in Nursing is a user-friendly text that systematically provides a sound foundation for understanding a wide range of qualitative research methodologies, including triangulation. It approaches nursing education, administration, and practice and gives step-by-step details to instruct students on how to implement each approach. Features include emphasis on ethical considerations and methodological triangulation, instrument development and software usage; critiquing guidelines and questions to ask when evaluating aspects of published research; and tables of published research that offer resources for further reading"--Provided by publisher.
Clinical Teaching Strategies in Nursing
| Author | : Marilyn H. Oermann, PhD, RN, ANEF, FAAN |
| Publisher | : Springer Publishing Company |
| Total Pages | : 320 |
| Release | : 2017-09-28 |
| Genre | : Medical |
| ISBN | : 0826140033 |
Designated a 2013 "Core Title" and "Essential Purchase" by Doody's! This highly acclaimed text provides a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in a wide variety of clinical settings. The fifth edition updates this unequalled source of essential information for all faculty members—full time, part time, adjunct, and preceptors—responsible for clinical teaching. It encompasses current trends in health care and nursing education with expanded content on ways to maximize the clinical learning experiences of nursing students, use new technologies in clinical teaching, teach and evaluate student performance, and address ethical and legal issues in clinical teaching. Included is new content on establishing and using dedicated education units, integrating simulation with clinical education, using new technologies for clinical learning, teaching and evaluating performance in distance education, promoting interprofessional education in clinical settings, integrating Quality and Safety Education for Nurses (QSEN) in clinical courses, using standardized patients, and developing partnerships with clinical sites. Special features include guidelines for developing clinical sites, planning learning activities and assignments, observing and evaluating students in clinical practice, and using preceptors. With an arsenal of practical and creative tools to help both experienced and novice nurse educators, the text is also a valuable resource for individuals preparing to take the clinical nurse educator (CNE) exam. New to the Fifth Edition: Updated with current trends in health care and nursing education New chapter on interprofessional education and clinical teaching from a noted expert Expanded content on maximizing the clinical learning experiences of nursing students Clinical teaching and evaluating students at a distance Use of social media and new technologies for clinical teaching Ethical and legal issues in clinical teaching New content on using dedicated education units Developing partnerships with clinical staff and sites Challenges of student access to electronic health records and electronic documentation of care Strategies to promote student learning about QSEN Use of simulations and integration of simulation with clinical education Latest revisions of the CNE test plan Recommendations for service learning and international clinical learning sites Key Features: Delivers a scholarly, in-depth examination of current trends and issues in clinical education Provides evidence-based methods for clinical teaching in nursing education Includes practical exhibits illustrating best practices in clinical teaching and evaluation Highlights content in each chapter related to CNE exam blueprint Offers a vast toolkit for teaching and learning including Instructor’s Manual and PowerPoint presentation
Evaluating the Clinical Learning Environment of First Year Nursing Students at a Nursing Education Institution in Gauteng
| Author | : Maggie Nyelisani |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : Nurses |
| ISBN | : |
Quality education and training should enable nursing students to master the theoretical and clinical component of a programme, clinical education (practica) forms a vital part of the curriculum of nursing programmes. Clinical education takes place in a Clinical Learning Environment (CLE) where the nurse educator monitors the needs of both the patient and students. Nursing students are provided with an opportunity to combine cognitive, psychomotor, and affective skills within this environment. A supportive CLE is important for first year nursing students for successful teaching and learning. Many nursing students view the CLE as anxiety and stress provoking; they feel vulnerable in the CLE as most activities are unplanned in relation to the classroom activities. In order to make the most of the first year students? clinical learning experience, the overall aim of this study was to by means of an Appreciative Inquiry (AI), evaluate the clinical learning environment they are placed in to rotate as part of their clinical component of the training programme. In this study a qualitative and descriptive design has been utilised. Nursing students in their first year reflected on their clinical experience and provided inputs regarding the CLE as part of their learning in comprehensive four-year programme. Data was collected by means of self-reported interview schedules which were distributed to the nursing students where they reflected their inputs regarding their experiences in the CLE. Data was collected using the four phases of AI, in the discovery phase the first year nursing students had the opportunity to reflect and (e)valuate the best of what is within the CLE. During the dream phase the first year nursing students had the opportunity to dream and envision what could be the ideal CLE for them to rotate through and work in, to gain knowledge and the required skills. During the design phase the first year nursing student had the opportunity to give inputs and make recommendations towards designing what should be the ideal CLE. During the delivery phase the researcher had the opportunity to present the recommendations to the involved stakeholders Recommendations were compiled based on the findings of the study, to enhance the clinical learning environment for first year nursing students and work towards educational excellence in this unique CLE.
Teaching and Learning in Nursing
| Author | : Gregor Stiglic |
| Publisher | : BoD – Books on Demand |
| Total Pages | : 124 |
| Release | : 2017-05-17 |
| Genre | : Medical |
| ISBN | : 9535131532 |
A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.
