A Phenomenological Study Exploring Baccalaureate Nursing Students' Experiences in Simulation PDF Download
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Author: Susan Lanzara
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 143
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Book Description
Author: Susan Lanzara
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 143
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Book Description
Author: Peggy Amanda Colbourne
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Changes in nursing educational programs have led to the incorporation of high-fidelity simulation (HFS) into clinical teaching, yet little is known about students" experiences with this teaching-learning modality. Therefore, this hermeneutic phenomenological study was conducted to examine the lived experience of HFS for undergraduate nursing students in the context of pediatric nursing care. In-depth interviews were carried out with 12 students and were analyzed for themes using the approach of van Manen (1998). The essence of the experience is that it was eye-opening for the students. It was eye-opening in two ways. It was a surprisingly realistic nursing experience as reflected in the following themes: perceiving the manikin as a real patient, saving my patient"s life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience as reflected in the following themes: increased awareness of the art and science of nursing, increased recognition of the importance of teamwork, feeling more prepared for clinical practice, and wanting more simulation experiences. The findings from this study can be used to inform nursing education.
Author: Charity C. Adedokun
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Book Description
The changing demographic landscape in the United States and the need to achieve workforce diversity in nursing call for stratagies designed to enhance graduation rates of minority nursing students. Simulation is an effective teaching-learning strategy in nursing programs; however, limited studies exist that examine the experience of English-as-a-Second Language (ESL) nursing students in simulation environments. This study aimed to explore the lived experiences of ESL Baccalaureate Prelicensure Nursing (BSN) students in simulation environments. The study enrolled racial/ethnic minority ESL students in traditional prelicensure BSN programs who have participated in simulation during their study. A qualitative design with phenomenological approuch was used for this study. Interviews were conducted with 9 participants from 4 countries of origin and 3 nursing schools in Southeastern Pennsylvania. Data were analyzed using content analysis facilitated by ATLAS.ti 8 software. Ten themes emerged from the study. Learning enablers were Active Engagaement and Adaptive Stratagies, Mutual Connentedness, and Peer and Faculty Support. Barriers to learning included Linguistic Difficulties, Cultural Challenges, Feeling of Being Vulnerable, and Pressure to Perform. Recommended strategies to enhance learning were Inclusiveness and International Engagement, Academic Support, and Enlisting ESL Faculty. Implications for nursing education, pratice, policy and research as well as recommendatiosn for these aspects of nursing regarding ESL students are discussed. In conclusion, this qualitative research study provides important insights about the edcational needs ESL students and demonstrates the need for nursing programs to be intentional and consistant in implementing strategies that will enhance the academic success of ESL students.
Author: Marcia Straughn
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 392
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Book Description
Clinical learning experiences are important opportunities for nursing students in that they gather and synthesize data of patients’ conditions, provide appropriate nursing interventions, and evaluate patient outcomes, applying their knowledge and skills learned from the classroom in real practice. In order to ensure quality clinical learning for nursing students, it is vital to hear the voices of nursing students on how they experience clinical learning, particularly with regards to clinical data use. This qualitative, exploratory approach was conducted, using descriptive phenomenology as the philosophical framework, through in-depth interviews with eighteen junior and senior baccalaureate nursing students at a large, public university in Texas. The interview data were analyzed according to Colaizzi’s method of descriptive phenomenological data analysis. Theme 1: Help Wanted was revealed in descriptions of needing or wanting help with using clinical data. Theme 2: Making Sense, included descriptions about ways that clinical data make sense and ways that clinical data assisted students in making sense in both clinical and classroom. Theme 3: Recognizing Usefulness emerged from descriptions of how clinical data was used or could be used. Participant descriptions of how clinical data in clinical rotations was related to communication illuminated Theme 4: Engaging in Communication. Descriptions of the impact of the assigned nurse on student experiences with using clinical data in clinical rotations resulted in the emergence of Theme 5: Nurse as Key Player. Lastly, Theme 6: Emotionally Charged, emerged from descriptions about emotional experiences related to experiences of clinical data use in clinical rotations. The thematic findings were reduced according to Colaizzi’s method, resulting in an exhaustive statement of description, and a descriptive statement of identification of the phenomenon of interest. The findings may be used to assist nurse educators in developing effective ways to help students use clinical data for effective clinical learning. Suggestions to achieve this aim include improved orientation for educators and nursing staff and emotional support for students. Policy development to address barriers to effective clinical learning and the development of the future nursing workforce remains an important strategy for supporting nursing students and their preparation for entry into professional nursing practice.
Author: Anna-Marie Welman
Publisher:
ISBN:
Category : Nurses
Languages : en
Pages : 247
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Author: David C. M. Taylor
Publisher:
ISBN: 9781908438720
Category : Medical education
Languages : en
Pages : 24
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Author: Deborah Kaye Tonelli
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 180
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Book Description
The purpose of this transcendental phenomenological study was to examine the lived experiences of students after failing a nursing course, resulting in the students either sitting out a semester prior to repeating the course or making the decision not to return to a program at all. The central research question for this study was “what are the lived experiences of students who fail a nursing course?” This study retrospectively examined the failure of nursing students to better understand how they processed the event, gained meaning from the experience, and found supportive measures that were useful in moving forward to the next step in their educational journey. The theories guiding this study were Knowles’ adult learning theory and Bandura’s social learning theory, with a nod to Frankl’s theory of meaning making. Participants consisted of 12-15 adult students accepted to an associate degree nursing program in the southeastern United States who failed a nursing course with a D or F. One-on-one interviews and focus small group sessions were conducted in a private conference room at a joint community college center that serves students from three different higher education institutions. Participants were also asked to write a letter of support or advice for a future student experiencing the phenomenon to gain further insight in how they survived the failure, gained meaning from the experience, and were able to move forward following the academic set-back. Data analysis was conducted using van Manen’s thematic analysis to discover the participants’ lived experience following failing a nursing course.
Author: Nancy Stuever
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838372594
Category :
Languages : en
Pages : 264
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Book Description
Degree completion nursing students bring professional maturity, clinical expertise, and practitioner experience to the education setting and are searching for ways to understand and deal with the complexity of their practice and the complex adaptive systems of health care. Through a qualitative phenomenological research design based on human science inquiry, the ways in which registered nurses (RNs) experience professional transformation in Bachelor of Science in Nursing (BSN) degree completion education programs informed by complexity science were explored. Eleven study participants were interviewed using open-ended questions and semistructured dialogue. Six thematic structures emerged from the interview data: professional self, professional relationships, professional leadership, professional transformation, professional role, and broadened professional horizons. Experiences and attitudes related to professional transformation were evident in the data and program elements perceived to facilitate professional transformation in students were identified from the interviews.
Author: Cristina Andraca Tansey
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
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Book Description
The nursing profession relies on the delivery of safe, competent care to produce positive patient outcomes. In preparation to enter the nursing workforce, students must develop the knowledge, skills, and clinical judgment to practice in a complex healthcare environment. Research has demonstrated, however, that nursing students experience an increased level of anxiety which can interfere with learning and performance. This qualitative phenomenological study explored nursing faculty perceptions of anxiety among prelicensure baccalaureate nursing students. The research question guiding this study was: What are nursing faculty perceptions of anxiety among nursing students? The Comfort-Stretch-Panic model was used as a framework to illustrate the degree to which anxiety can impact students' learning. Thirteen nursing faculty from nursing programs across Pennsylvania were interviewed. Data were analyzed using Colaizzi's method and led to four themes: (1) recognizing expressions of anxiety, (2) understanding influencing factors, (3) finding a balance, and (4) acknowledging the faculty role. The theme of understanding influencing factors revealed two subthemes: (a) expectations and (b) realizing the impact of the COVID-19 pandemic. Data analysis highlighted faculty awareness of students' experiences of anxiety and factors that impact these feelings. The Comfort-Stretch-Panic model was described and its application to nursing education was identified as a framework to understand student anxiety. Recommendations for nursing education and practice included ongoing faculty development and the use of simulation to help faculty identify how best to support students. Futrher research is needed to achieve student learning outcomes.
Author: Donna T. Darcy
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 386
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Book Description
The faculty at one suburban university on Long Island observed that the majority of nursing students are of the millennial generation who use electronic devices consistently and competently in their daily lives, but did not seem to incorporate technology in their learning. Students seemed to express disinterest, dissatisfaction, and frustration with computer-assisted assignment in nursing courses. As these students did not seem to fit the theoretical description of "digital natives" who have used technology in all aspects of their lives, the researcher felt that further exploration of this phenomenon was logical and timely in order to better develop and implement educational activities consistent with students' needs and preferences. This phenomenological qualitative research study then explored millennial nursing students' use of technology in their learning and how they perceive that learning technologies do or do not contribute to meeting their educational goals. Through in-person classroom observations, an open-ended questionnaire, and individual interviews with baccalaureate nursing students at one university on suburban Long Island, the researcher gained insights into these students' technology preferences. The study revealed that although all students own laptops or tablets and cellphones, the majority are digital fledglings when using technology for learning, having only recently begun to use technology in their studies. Although students verbalized a preference for traditional lecture pedagogy in the classroom, they appeared disengaged and bored in this environment. They expressed that more engaging learning exercises, such as simulation and audience response systems, are more advantageous in contributing to their academic success. They prefer any learning activity regardless of the use of technology that provides structure and scaffolding to learning, is time-efficient but impactful, and is authentic to nursing practice. From this study, the researcher does not imply that technology is the answer to all learning or that students simply want to be entertained in the classroom. Instead, the researcher suggests that nursing faculty working with these students must be pioneering leaders who are well-trained in a blend of traditional and active learning pedagogies to be able to meet the needs of the heterogeneous nursing student.
