A Student Nurse During Clinical Placement †Myassignmenthelp.Com

Question: Discuss About The A Student Nurse During Clinical Placement? Answer Introduction Nursing students requires quality clinical experience so as to enable them to be well conversant with the real practical work environment. Every students desire is to be placed in a supportive and pedagogical clinical environment. Placements are meant to help students correlate real life situations with classroom theories. This research is based on the findings of expectations of clinical students placement in the common areas like: outpatient unit, emergency unit and paramedicine unit. Clinical placements for nursing students are important in many respects and characterized as an irreplaceable component of nursing education (Tanner, 2006). Student nurses are assigned legal practitioners to mentor them. The mentors are approved practitioners. This approval is done by regulatory bodies like, the Nursing and Midwifery Council (NMC). The responsibility of all the registered practitioners is outlined in the Code of Professional Conduct. Perceptions of clinical placements vary according to the area a student nurse is placed. The NMC dictates that the nursing course is built on 50% theory, and 50% clinical placements thus ensuring that students gain an opportunity to gain experience in a range of clinical setting (Nursing and Midwifery Council, 2008).The reviews of a few journals show that some of the students perceived the placements to be tedious with long working hours, anxiety issues due to new environment and inferiority as they were new to the practice field. The issue of preparedness varied among student nurses in their various placement units. Some feared making mistakes while handling the patients. It is evident that clinical students have both positive and negative perceptions of their placements in the real practical work environment. These perceptions can be improved through preparedness from their various learning institutions (Andrews and Chilton 2000). Opportunities should be provided to students to enhance their knowledge and skills through lab researching. The practitioners should also be more understanding to new students to enable them blend in well in the new environment. Methodology and data collection There were four consecutive groups from different placement clinical environments with an aim of sampling 20 clinical students. The data was mainly collected through audiotaped interviews and use of questionnaires (Andrews and Chilton 2000). Ethical approval The study was approved and followed the principles of the declaration of La Trobe University Human Research Ethics Committee. The informants were informed of the purpose of the research before it took place and there were allowed to either agree or disagree to participate (Foster, Ooms, and Marks-Maran 2014)). There was an informed written consent distributed to all willing students. Research schedule It was scheduled to take place in the evening when the clinical students were done with their training session in their respective placement units. Validity, reliability From the analyzed data, it was found that the main areas of concern were; preparations for clinical placement, mentorship, communication breakdown between the learning institutes and clinical supervisors and readiness for practice (Foster, Ooms, and Marks-Maran 2014). Data analysis It was conducted through content analysis of the interviews and review of the questionnaires. Barriers to research Time was the main obstacle to actualize this research, it was difficult to collect data at once since the student nurses worked with shifts. Sharing of research findings The findings wont be shared because the samples were few and also for confidentiality purposes. References Andrews, M and Chilton, F 2000, Students and Mentor Perceptions of Mentoring Effectiveness, Nurse Education Today, 20 (7) pp. 555-562 English National Board for Nursing, midwifery and Health Visiting and Department of Health 2008, preparation of mentors and teachers A new framework of guidance. Australia: HSE Books. Foster, H Ooms, A and Marks-Maran, D 2014, Nursing Students Expectations and Experiences of Mentorship, Nurse Education Today. 35 (1) 18-24 Tanner, C 2006, The next transformation: clinical education. Journal of Nursing Education.; 45:99-10