PubMed · 5200385
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H S O'Shea. 1970. Reinforcing clinical study.. https://pubmed.ncbi.nlm.nih.gov/5200385/
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Nurse teachers are familiar with the study support arrangements made through the university, but what sorts of support do nurse learners obtain from lay sources? Within part time modes of study and particularly where students have multiple other commitments as professionals, partners and parents, the support obtained from friends and family may be critical to student success. This paper describes the work of lay supporters who assisted post registration, undergraduate nurses completing a Bachelor of Science degree in nursing studies by distance learning. Research was designed using grounded theory methodology and provided a substantive account of the ways in which students and lay supporters negotiated help. Data gathering centred upon 41 interviews with students, including 11 joint interviews with the student and a chosen lay supporter. Additionally 59 field observations and 24 tutorial observations were made where further student reported data was gathered about lay support. This study concluded that lay support contributed a significant amount to student progress but that academic staff remained largely unaware of the types and variety of help received there. Lay support in part determined the nature of requests for help that was then made to tutors.
Nurse educators have the opportunity to encourage meaningful reflections of nursing students. Dr. Rosemarie Rizzo Parse's teaching-learning processes provide a framework for such experiences. Student reflection through journaling and student participation in dialogue using these processes brings about an opportunity for students to discover new meaning for themselves and others. The process of how two nurse educators incorporated the human becoming teaching-learning model into students' experiences is discussed. Excerpts of student journals, themes of student work, and considerations for future development of the teaching-learning model with students are discussed.
The aim of this study is to describe student nurses' perceptions of clinical learning experiences in the context of the clinical learning environment. We use the phenomenological approach by Colaizzi. The data was collected by unstructured interviews. Altogether 16 student nurses were asked to describe the significance of clinical learning experiences and good and bad learning experiences. Four elements sum up these clinical learning experiences: the appreciation and support the students received, the quality of mentoring and patient care, and students' self-directedness. Student nurses valued clinical practice and the possibilities it offered in the process of growing to become a nurse and a professional. A good clinical learning environment was established through good co-operation between the school and the clinical staff. It was concluded that the school should be able to provide a suitable clinical learning environment at the right time, so that theory and practice would complement each other. The teacher was the expert on nursing education, the aims set for each practice, as well as student nurses and their skills, but then again the nurse mentor knew the ward on which students were practicing. This was why collaboration between nurse mentors and nurse teachers was considered very necessary.