George Tracy P, DeCristofaro Claire, Murphy Pamela Ford
Francis Marion University, Department of Nursing, 4822 E. Palmetto St., Florence, SC 29502, United States of America.
College of Arts and Sciences, Ashford University, 8620 Spectrum Center Blvd, San Diego, CA 92123, United States of America; College of Nursing, Medical University of South Carolina, United States of America.
Nurse Educ Today. 2020 Jul;90:104401. doi: 10.1016/j.nedt.2020.104401. Epub 2020 Mar 18.
It is important for nurses to provide safe, high-quality care for patients, and clinical experiences allow nursing students to integrate theory into practice. However, many students have anxiety about clinical rotations.
The concerns of nursing students about clinical experiences and factors relating to self-efficacy in a rural Bachelor of Science in Nursing (BSN) program were examined.
This was a mixed-methods study, and students were surveyed prior to and at the end of their clinical experiences.
The study location is a public liberal arts university in the rural, southeast United States.
Junior level students (first and second semester) and senior level students (first and second semester) levels of BSN students participated in this project.
Qualitative themes were identified, including concerns regarding clinical competence, expectations of learning, aspects of patient/peer/instructor interactions, as well as learning strategies and preferences. The student's level of confidence regarding communication to patients and physicians, assessment of heart and lung sounds, interview skills, documentation, and discussion of nursing procedures increased significantly from pre to post-survey. Confidence levels in physical assessment skills rose significantly after the clinical experience (t' = -6.3718 with 140 df, p < .001).
Strategies that nurse educators can use prior to, during, and after the clinical experience to address student concerns about clinical experiences include the use of caring, competent clinical instructors, orientation to clinical sites, laboratory and simulation days, self-reflection, peer-support, and debriefing.
护士为患者提供安全、高质量的护理非常重要，临床经验能让护理专业学生将理论应用于实践。然而，许多学生对临床实习感到焦虑。
研究农村护理学理学学士（BSN）项目中护理专业学生对临床经验的担忧以及与自我效能感相关的因素。
这是一项混合方法研究，在学生临床实习前和结束时对他们进行了调查。
研究地点是美国东南部农村的一所公立文理大学。
BSN项目的大三学生（第一和第二学期）和大四学生（第一和第二学期）参与了该项目。
确定了定性主题，包括对临床能力的担忧、学习期望、患者/同伴/教师互动的方面以及学习策略和偏好。从调查前到调查后，学生在与患者和医生沟通、心肺听诊评估、访谈技巧、记录以及护理程序讨论方面的信心水平显著提高。临床实习后，身体评估技能的信心水平显著提高（t' = -6.3718，自由度为140，p <.001）。
护理教育工作者在临床实习前、实习期间和实习后可以采用的解决学生对临床经验担忧的策略包括使用有爱心、有能力的临床教师、临床实习地点介绍、实验室和模拟日、自我反思、同伴支持和汇报。
