Learning in Clinical Settings: Lived Experience of Postgraduate Nursing Students
https://doi.org/10.70228/YJHER2024024
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ABSTRACT
The educational landscape for nursing education increasingly includes clinical practice facilities. This research aimed to provide an in-depth understanding of the challenges, facilitators, and transformative aspects shaping the learning journey of these students within the dynamic and complex healthcare environment. Through a phenomenological lens, the study employed semi-structured interviews with 11 postgraduate nursing students enrolled in China. Thematic analysis extracted and interpreted rich, nuanced narratives, uncovering the essence of their experiences. Findings revealed various experiences, ranging from profound learning, personal growth, and professional development to challenges encompassing emotional stress, uncertainties, and ethical dilemmas. Participants articulated the pivotal role of clinical mentors, interprofessional collaborations, and reflective practices in shaping their learning trajectories. The influence of patient interactions, exposure to diverse clinical scenarios, and integrating theoretical knowledge into practical application emerged as significant elements in their learning journey. The study underscores the significance of experiential learning within clinical environments, illuminating the complexities and nuances that impact nursing students' educational experiences. These findings hold implications for nursing education, suggesting the need for tailored support systems, enhanced mentorship programs, and strategies to optimize the clinical learning environment. Ultimately, this research contributes valuable insights to the field of nursing education, offering a deeper comprehension of the lived experiences of nursing students in clinical settings and highlighting avenues for fostering an enriching and supportive learning environment within the healthcare practice platform. The study led to the development of the Clinical Learning Model in Clinical Settings, which may be referenced by stakeholders involved in nursing education.
Keywords: learning, clinical settings, postgraduate nursing students, lived experience, related learning experience, inter-professional collaborations
Volume 10, 2022 EDITION
Published 2022
Editor's Note
Dear Readers, Welcome to Volume 10 of the Journal of Higher Education Research, where we proudly present a collection of scholarly works that explore the complex intersections of nursing education, professional development, and healthcare practice. This edition is a testament to the dedication of educators, researchers, and practitioners who continue to address the challenges and opportunities shaping healthcare today. In this volume, Yao and Lachica investigated on some factors that affect self-efficacy and medication adherence in patients with type-2 diabetes. Their study sheds light on how both demographic and psychological factors play significant role in type-2 diabetes and how nursing inventions can address these challenges. Meanwhile, Wang and Cadena explore the dynamic interplay of self-efficacy, resilience, and professional identity among nursing students, a foundation for their success in clinical environments. The study of Zhou and Trajera focuses on the lived experiences of people with heart failure throughout the different phases of life’s transition. Their work emphasizes the importance of moving from hospital to homes as an important stage affecting the quality of life, adherence to medication and readmission rates of heart failure patients. Similarly, Shan and Trajera highlight the lived experiences of postgraduate nursing students in clinical settings, enlightening the complexities and nuances that impact their educational experiences. In the realm of aging and chronic illness, Min and Diva investigate cognitive frailty in older adults with coronary heart disease during hospitalization. Their study offers holistic approach into improving both cognitive and physical outcomes for this vulnerable population. This theme of resilience and coping extends into the workplace, where Wu and Cadena explore burnout levels among nurses during the COVID-19 pandemic, identifying key stressors and strategies for addressing them. Jiang and Garcia contribute an insightful examination of occupational identity and humanistic care among nursing interns and clinical nurses. Their findings highlight the factors influencing the levels occupational character and humanistic services for interns and clinical nurses. Similarly, Xin and Espinosa investigate professional identity, occupational self-efficacy, and adaptability among nursing students, shedding light on the attributes necessary to thrive in today’s dynamic healthcare environments. Finally, Flores and Trajera offer a poignant exploration of the lived experiences of COVID-19-infected nurses on the frontlines. Their study is a powerful reminder of the resilience and sacrifices made by healthcare workers during one of the most challenging times in modern history. Together, these works provide a rich tapestry of insights that reflect the evolving challenges in nursing education and healthcare practice. They invite us to rethink strategies for teaching, learning, and delivering care in ways that prioritize adaptability, resilience, and humanistic values. We extend our gratitude to the authors for their invaluable contributions and to our reviewers for their diligent efforts in shaping this volume. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of our Publication and Engagement Office, for their unwavering support in making this issue possible. We look forward to fruitful engagement with you through this publication and hope these studies inspire you to innovate, collaborate, and contribute to the advancement of education and healthcare research. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief