Many nurse students are faced with stressful factors during their clinical placement.These factorsare gained from the research finding drawn from different research journals. It is evident that nurses are troubled during this session of placements, and this has become a major challenge to them and the school as well.
Three clinical research journals were consulted, and the three had adifferent perception to stressing factors to nursing students. Different findings were presented, and this was from the data collected in various places investigating the same. Therefore, each of them is going to be discussed below
From the first research journal consulted, the main themes that appeared to be clear where the clinical apprehension, the gap in theory practice, scientific supervision and proficient role. Clinical anxiety is a stressful factor reported to be part of many student nurses during placement; they express fear in their working places(Alzayyat, 2014). This theme arose from the engrossed group deliberations, in their description almost all student had a nervous feeling in their initial experimental placement. Additionally, the theory-practice gap emerged from the focused groups that the inability of students to integrate their theory practice into clinical experience was also a major problem in their placement. Scientific supervision was another issue as student reported that they were addressed by the head nurses whom they were not fully aware of the concept thus it was stressful for them to learn.
Another research journal showed a different result in response to stress among nurse students, the thematic expression witnessed was the proper groundwork for placements, in that nurses did not distinguish the meaning of main health(Mikkonen, 2016). Also, consultation for greater understanding was done one way for everyone, as they didn’t quite understand the clinical concepts well. Uncertainty was another issue that arose; many nurses were not sure of what they were doing due to insufficient knowledge or fear.
The third journal addressed the issue of stress as lack of confidence among nurses, most of the nurses were not self-assured about handling the patients(Papathanasiou, 2014). However, nurses with ahigh level of poise without consistentknowledge and skill could cause some errors. Similarly, those with low confidence showed little involvement to clinical practice.
The three differed in terms of nurse’s attitudes toward clinical placement as each had adifferent view of how nurses reacted to the situation. The outcome of this study displayed that student nurses were not content with the quantifiable constituent of their education. Instead, they expressed fear during their placement and inability to take care of the patients as result of inadequate knowledge to deliver their services as medical practitioners.
Nursing students were investigated using the focused group strategy about the scientific practice. It involves engaging in organized groups of selected individuals to gather information and understand their experiences. On data gathering group interviews were used to obtain overall contextual information. And questionnaireswere used to derive the stated information that will be utilized at the end for analyzing.
Authorization to conduct the study was gained from the established ethics committee. All participants were aware of the study, and they were free to be part of the focused group discussions.The informed agreement was attained from all contributors prior to examination being steered.
This study is to take one week for critical analysis to be conducted and to provide quiet time for the focused group discussions. Funding is needed since all the expenses associated with the success of this study need to be sorted out.
Similar reports were given out by different groups from the discussion; this shows that the data was reliable as it was witnessed being repeated by other researchers. Also, the validity of this study is from to the data collected that it can be the real figure if theofficial investigation is conducted.
Data was analyzed immediately after focused group using debriefs and debrief notes were made. Tape listening was another way, and transcription of the content was done. Also, close observation of the nonverbal behavior was done by checking the tape content.
One of the primaryobstacle witnessed was unresponsive nurses who were not willing to cooperate. Those who chose to participate deviated from the wider population.
This study has an impact on the education system since nurses need to be thought well to understand how to integrate theory and clinical practice without fear or anxiety as it was expressed in the study.
Alzayyat, A. a. A. E., 2014. A review of the literature regarding stress among nursing students during their clinical education.. International Nursing Review, 61(3),, pp. pp.406-415.
Mikkonen, K. E. S. K. H. T. A. a. K. M., 2016. Culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment: a systematic review of qualitative studies.. International journal of nursing studies, 54,, pp. pp.173-187.
Papathanasiou, I. T. K. a. S. P., 2014. Views and perceptions of nursing students on their clinical learning environment: Teaching and learning.. Nurse education today, 34(1),, pp. pp.57-60.
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