Exploring the Clinical Learning Landscape: A Qualitative Study on Nursing Students’ Lived Experience
https://doi.org/10.70228/YJHER2024022
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ABSTRACT
Undergraduate nursing education is pivotal, yet it presents numerous challenges, particularly during crises like the COVID-19 pandemic. This study was conducted to develop a collaborative program between hospitals and educational institutions to enhance the professional preparation of nursing students. This investigation employed qualitative methods and semi-structured interviews with 12 nursing students from a Guangxi hospital. Analysis via Colaizzi's method revealed four primary themes: knowledge and skill requisites, stressors within the clinical environment, emotional responses, and self-adaptation processes. The findings underscore the necessity for heightened attention to the experiences and stressors of nursing students. Drawing on Roy’s Adaptation Model and Neuman’s Systems Model, the research proposes an integrated approach to nursing education that encompasses curriculum development, practical training, mentorship, and administrative support. Enhancements in these areas are posited to strengthen students’ knowledge, resilience, and professional identity, thereby fostering the advancement of nursing practice and education.
Keywords: clinical competency, collaborative programs, nursing education, pandemic response, professional development, Stress and coping
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief