Materials and Methods. �� This environment is effective on the learning process of nursing students in the clinical area. Robust mentorship encourages studen… …you know you are making the department nurse crowded. We aimed to explore Iranian nursing students’ challenges in the clinical learning environment. Many students are not mentally prepared to enter the clinical environment leading to higher rates of psychological problems. 3.3.2. I got embarrassed in front of the patient…. The researcher demonstrated in his study that lack of self-confidence also disturbs communication in nursing students . Nursing training is a combination of theoretical and practical learning experiences that enable nursing students to acquire the knowledge, skills, and attitudes for providing nursing care . endobj Therefore, Koh and Baker (2016) maintained that nursing education in the 21 century needs to sustain inter-professional education to nursing students. This environment is effective on the learning process of nursing students in the clinical area. After analyzing the interviews with the participants regarding the challenges of nursing students in dealing with the clinical learning environment, three main themes emerged: ineffective communication, inadequate readiness, and emotional reactions. Nurse Education Today; 23: 4, 262-267. In this regard, one of the students said the following. We found that nursing students in Iran are faced with many challenges in the clinical learning environment, which affect their professionalization and learning processes. endobj Moghimi M, Mohammad Hossini S, Karimi Z, Moghimi M, Naimi E, Mohammadi S. Obstacles of clinical education and strategies for the improvement of quality of education in Yasuj university of medical sciences. A group interview is a way for people to express their experiences and views with regard to a subject in a group and, instead of a researcher, members of a group are responsible for encouraging each other to talk . x�+�r �26S073QI�r � <>stream Training that involves value and respect facilitates the teaching-learning process and socializes the students into the nursing profession . �*T0T0 B�����f����� � � Identifying challenges of nursing students in the clinical learning environment could improve training and enhance the quality of its planning and promotion of the students. Observers to nursing education systems around the world attain that nursing students are tutored by various health care professionals at clinical settings. Unlike classroom education, clinical training in nursing occurs in a complex clinical learning environment which is influenced by many factors . Bell, “Peer learning partnerships: exploring the experience of pre-registration nursing students,”, D. Edwards, P. Burnard, K. Bennett, and U. Hebden, “A longitudinal study of stress and self-esteem in student nurses,”, T. Changiz, A. Malekpour, and A. Zargham-Boroujeni, “Stressors in clinical nursing education in Iran: a systematic review,”, F. O'Brien, B. Keogh, and K. Neenan, “Mature students' experiences of undergraduate nurse education programmes: The Irish experience,”, B. persist despite obstacles and challenges in the clinical environment. … Whenever we need the conference room in the department and ask the nurses of the department to give us the key to that room, they simply reject us and say no! The results of Edwards et al.’s  study showed that low self-confidence is one of the nursing students’ problems. We aimed to explore Iranian nursing students’ challenges in the clinical learning environment. Participants in the study included nursing students and instructors from Shiraz University of Medical Sciences, Shiraz, Iran. The patient became upset and I myself regretted. This category includes three subcategories of inadequate knowledge, deficient practical skills, and insufficiently developed communication skills. I could not concentrate at all…. ��t�fmY:RY?7լj볲�ge���$���2Lτf����>|���p~uF0��U�T~V7��I\���[�tu5��9S�O��ݜ���a*�ݮ��w���v愡��A�ף�*�p��~0�=��n��%o��.���u��U9����m��\��u�O��n��u�.y.���O������7s���f���Еs��Ğopҁ u8����ͣ�w���%���^�7��h����vc�x^��j��� However, I did not know how to take his blood pressure. endobj Hence, the following can be concluded:(1)Based on the results of the study, many students lack the communication skills necessary for effective communication in the clinical environment. In this study, to better understand the challenges of nursing students in dealing with the clinical setting, individual interviews, group interviews, and observation were used. This room is only for residents and medical students to use…, they answer. …to be frank, our instructor did not treat us well. The most common challenges in terms of learning support in the clinical environment include poor application of learned theories, missed opportunities to perform techniques and procedures, and lack of cooperation and trust with staff nurses. K. B. Gaberson, M. H. Oermann, and T. Shellenbarger, S. Joolaee, S. R. Jafarian Amiri, M. A. Farahani, and S. varaei, “Iranian nursing students' preparedness for clinical training: a qualitative study,”, J. M. Newton and L. McKenna, “The transitional journey through the graduate year: a focus group study,”, J. Shen and J. ]��X��ViM�O�� VF\^'˙�q���F Killam and Heerschap found that the students’ insufficient practice and lack of skill before entering the clinical environment created problems for them with respect to learning in the clinic . Many nursing students perceive their clinical learning environment as anxiety and stress provoking. The clinical setting is a significant learning environment for undergraduate nursing students. Learning in the clinical environment has traditionally formed an integral part of nursing education programs in Australia. Content analysis was used in this research in order to identify and understand the challenges of nursing students in dealing with the clinical setting. The findings obtained from the study demonstrated that ineffective communication, inadequate preparation, and emotional reactions are Iranian nursing students’ challenges in the clinical learning environment. … The head nurse of the department tells us to stand up and leave the nursing station whenever we go there and wants us to let medical students sit on chairs…! One student stated the following. In Joolaee et al.’s (2015) study, lack of self-confidence has been referred to as a major cause of fear and anxiety in nursing students. One of the students participating in the study said the following. In order to validate the data, manuscripts were reviewed and data coding processes were reconducted by the colleagues and the whole process was peer reviewed by an outside observer. This study may provide a view for the nurses, clinical educators, and managers toward nursing students’ ethical challenges and their impact on nursing students’ clinical experiences. To be able to meet these challenges, students need to perceive themselves as empowered and supported when in clinical practice. She pricked the patient several times because she was unable to find the vein. Materials and Methods. is main category con-sisted of two subcategories of improper treatment and dis-crimination.... Improper Treatment. Unpublished Master of Science thesis, University of Northern Colorado, 2019. Nursing and Midwifery Board of Ireland (NMBI) This professional guidance was originally published in April 2003 as Key Points That May be Considered When Developing a Quality Clinical Learning Development (First Edition). Gape between theoretical leaning and its implementation during the course of training has impact on nursing student’s empowerment. Most nursing students reported moderate satisfaction with their clinical learning environment, reflecting their positive (although not strongly positive) perceptions. My hands and legs were shaking. Moreover, some supplementary questions were utilized based on the participants’ comments and opinions (e.g., “would you elaborate more on this?” or “what did you mean by saying …?”) to search and complete information. endstream Content analysis was used in this qualitative research so that rich and deep information could be obtained from the phenomenon under study . The reason was that I could not recognize the sound…. �26S073QI�r � endobj The clinical learning environment can be defined as "an environment in which any person who has the opportunity to influence the care of a patient learns" (National Collaborative for Improving the Clinical Learning Environment [unpublished work]; 2015). endobj However, learning in clinical environment has several benefits, but it can be challenging, unpredictable, stressful, and constantly changing. Here are some of the main challenges faced by nursing students: Costs of education. All challenges identified in this study affected the students' learning in clinical setting. In Begley and White’s (2003) study, self-confidence was an important part of a nurse’s personal and professional identity . Three themes emerged after data analysis, including ineffective communications, inadequate readiness, and emotional reactions. As a result, the growth and development of their skills will be influenced . Background. 22 0 obj x�+�r Insufficiently developed communication skills sometimes cause disruption in providing care for patients. I asked him what that bulge was in front of the patient. <>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]/XObject<>>>/Type/XObject/Subtype/Form/BBox[0 0 600.05 800]/Matrix[1 0 0 1 0 0]/FormType 1>>stream endobj Students’ exposure to clinical learning environment is one of the most important factors affecting the teaching-learning process in clinical settings. It is imperative that an effort is made to improve student learning and satisfaction within the clinical setting and that student nurses are trained to deliver high-quality patient care. A supportive clinical learning environment (CLE) is vital to the success of the teaching learning process. BACKGROUND: Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. We are committed to sharing findings related to COVID-19 as quickly as possible. This is a qualitative study using the content analysis approach. However, learning in clinical environment has several benefits, but it can be challenging, … 16 0 obj 3.3.2. <>>>/Contents 2 0 R/Parent 3 0 R>> The professor told me that I shouldn’t have asked that question in front of the patient and he could explain it to me…. Despite the challenges in nursing that Nightingale’s team faced, by the end of the 19th century, the whole Western world believed in the value of nursing. In addition to the improper treatment of instructors toward the students, some behaviors of nurses are also oppressive to students. However, learning in clinical environment has several benefits, but it can be challenging, �26S073QI�r � <>>>/Contents 6 0 R/Parent 3 0 R>> All challenges identified in this study affected the students’ learning in clinical setting. Acquisition of communication skills in nursing students creates a guiding atmosphere in the clinical environment, followed by an increase in their motivation . nursing students’ problems and challenges in clin-ical environments, none of these has investigated how students experience the learning environment and the way they respond to this experience. … When I went to the department, I saw a patient to whom some devices were attached. It encompasses a physical area in which nursing tasks are performed. 15 0 obj H. S. Speziale, H. J. Streubert, and D. R. Carpenter, U. H. Graneheim and B. Lundman, “Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness,”, J. J. Baltimore, “The hospital clinical preceptor: essential preparation for success,”, N. Hanifi, S. Parvizy, and S. Joolaee, “The miracle of communication as a global issue in clinical learning motivation of nursing students,”, Z. Mohebbi, M. Rambod, F. Hashemi, H. Mohammadi, G. Setoudeh, and D. S. Najafi, “View point of the nursing students on challenges in clinical training, Shiraz, Iran,”, S. Baraz-Pordanjani, R. Memarian, and Z. Vanaki, “Damaged professional identity as a barrier to Iranian nursing students' clinical learning: a qualitative study,”, S. J. Roberts, “Development of a positive professional identity: liberating oneself from the oppressor within,”, C. Deasy, O. Doody, and D. Tuohy, “An exploratory study of role transition from student to registered nurse (general, mental health and intellectual disability) in Ireland,”, L. A. Killam and C. Heerschap, “Challenges to student learning in the clinical setting: a qualitative descriptive study,”, S. Sheu, H.-S. Lin, and S.-L. 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