Nursing student competency achievement factors in clinical learning

Andikawati Fitriasari; Khamida; Nur Hidaayah; Yurike Septianingrum; Syiddatul Budury; Nur Ainiyah; Ratna Yunita Sari

doi:10.15562/bmj.v12i3.4348

Nursing student competency achievement factors in clinical learning

Andikawati Fitriasari ,

Khamida ,

Nur Hidaayah ,

Yurike Septianingrum ,

Syiddatul Budury ,

Nur Ainiyah ,

Ratna Yunita Sari ,

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DOI: https://doi.org/10.15562/bmj.v12i3.4348 |
Published: 2023-09-25

Abstract

Introduction: Clinical learning is an experiential learning process in which students apply the theory obtained from academics to be applied to real cases in the clinic. Clinical facilitator support of learning, satisfaction, and stress with clinical placement aspects of support are crucial because they impact the knowledge acquired during classes and the development of practical skills to become fully competent health care professionals. This study aimed to determine the factors of clinical facilitators, satisfaction, and stress levels of nursing students in clinical learning.

Method: The design of study was cross-sectional design. The study was conducted on 141 nursing students for the 2021/2022 period who were taking clinical learning in hospitals, social institutions, and communities from the Diploma Nursing, Bachelor Nursing and Ners study programs at Universitas Nahdlatul Ulama Surabaya.

Result: The results of the partial T-test showed that the clinical facilitator variable has no significant effect on clinical learning (p=0,938); the student satisfaction variable has no significant effect on clinical learning (p=0,199); the stress variable has a significant effect on clinical learning (p=0,000).

Conclusion: The stress level of students is the most significant factor for students during their clinical practice.

References

Fernández-García D, Giménez-Espert MDC, Castellano-Rioja E, Prado-Gascó V. What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA. Front Psychol. 2020;11:1-11(December).
Ghaljeh M, Rafati F, Mashayekhi F, Pilevarzadeh M, Ghaljeh M. The facilitators and barriers in coping with clinical stress: The experiences of nursing students in Iran. Prensa Med Argent. 2018;104(6):1–7.
Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. Nursing students’ satisfaction of the clinical learning environment: A research study. BMC Nurs [Internet]. 2016;15(1):1–11. Available from: http://dx.doi.org/10.1186/s12912-016-0164-4
Khater W a, Akhu-zaheya LM, Shaban I a. Sources of Stress and Coping Behaviours in Clinical Practice among Baccalaureate Nursing Students Wejdan A . Khater , RN , PhD Jordan University of Science and Technology Jordan University of Science and Technology. Int J Humanit Soc Sci. 2014;4(6):194–202.
Rodrigues EOL, Marques DA, Neto DL, Montesinos MJL, De Oliveira ASA. Stressful situations and factors in students of nursing in clinical practice. Investig y Educ en Enferm. 2016;34(1):211–20.
Azizah, LK & Ropyanto CB. Tingkat Kepuasan Bimbingan Klinik Mahasiswa Keperawatan Linda. J Nurs Stud. 2012;1(1):219–24.
De Swardt HC. The clinical environment: A facilitator of professional socialisation. Heal SA Gesondheid. 2019;24:1–7.
Saarikoski M, Strandell-Laine C. The CLES-scale: An evaluation tool for healthcare education. The CLES-Scale: An Evaluation Tool for Healthcare Education. 2017. 1–119 p.
Mikkonen K, Merilainen M, Tomietto M. Empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students. J Clin Nurs. 2020;29(3–4):653–61.
Jamaludin, T.S.S., Nurumal, M.S., Ahmad, N., Muhammad, S.A.N., Chan, C.M. Soft skills elements in structured clinical skill assessment: a qualitative study. Bali Medical Journal. 2022;11(3):1666-1674.
Mikkonen K, Elo S, Tuomikoski AM, Kääriäinen M. Mentor experiences of international healthcare students’ learning in a clinical environment: A systematic review. Nurse Educ Today [Internet]. 2016;40:87–94. Available from: http://dx.doi.org/10.1016/j.nedt.2016.02.013
Bodys-Cupak I. Psychometric properities of the Polish version of clinical learning environment inventory. BMC Nurs. 2021;20(1):1–8.
Algaralleh A, Altwalbeh D, Alzayyat A. Preliminary psychometric properties of the arabic version of sheu and colleagues perceived stress scale among nursing students at Jordanian universities. J Multidiscip Healthc. 2019;12:777–87.
Sweet L, Broadbent J. Nursing students’ perceptions of the qualities of a clinical facilitator that enhance learning. Nurse Educ Pract [Internet]. 2017;22:30–6. Available from: http://dx.doi.org/10.1016/j.nepr.2016.11.007
Sepang MYL, Tore PM, others. Hubungan Peran Pembimbing Klinik Dengan Kepuasan Mahasiswa Diploma Iii Keperawatan Pada Pelaksanaan Praktek Klinik Di Akademi Keperawatan Gunung Maria Tomohon. 2017;1(2):302–8.
Kaphagawani NC, Useh U. Analysis of nursing students learning experiences in clinical practice: Literature review. Stud Ethno-Medicine. 2013;7(3):181–5.
Fernández-García D, Moreno-Latorre E, Giménez-Espert M del C, Prado-Gascó V. Satisfaction with the clinical practice among nursing students using regression models and qualitative comparative analysis. Nurse Educ Today. 2021;100:1-7.
Admi H, Moshe-Eilon Y, Sharon D, Mann M. Nursing students’ stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Educ Today [Internet]. 2018;68:86–92. Available from: https://doi.org/10.1016/j.nedt.2018.05.027
Sari, N.K., Prihatiningsih, T.S., Lusmilasari, L., Meliala, A. 2021. Online continuing professional development (CPD) for clinical nurse in the developing countries: a literature review. Bali Medical Journal. 2021;10(3):1088-1097.
Maddineshat, M., Hashemi, M., Gharib, A. 2018. The effect of implementing nursing ethics code as a combined plan, in the school of nursing and clinical setting, Bojnurd, North Khorasan Province (2013-2015). Bali Medical Journal. 2018;7(1): 27-34.

[1] Fernández-García D, Giménez-Espert MDC, Castellano-Rioja E, Prado-Gascó V. What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA. Front Psychol. 2020;11:1-11(December).

[2] Ghaljeh M, Rafati F, Mashayekhi F, Pilevarzadeh M, Ghaljeh M. The facilitators and barriers in coping with clinical stress: The experiences of nursing students in Iran. Prensa Med Argent. 2018;104(6):1–7.

[3] Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. Nursing students’ satisfaction of the clinical learning environment: A research study. BMC Nurs [Internet]. 2016;15(1):1–11. Available from: http://dx.doi.org/10.1186/s12912-016-0164-4

[4] Khater W a, Akhu-zaheya LM, Shaban I a. Sources of Stress and Coping Behaviours in Clinical Practice among Baccalaureate Nursing Students Wejdan A . Khater , RN , PhD Jordan University of Science and Technology Jordan University of Science and Technology. Int J Humanit Soc Sci. 2014;4(6):194–202.

[5] Rodrigues EOL, Marques DA, Neto DL, Montesinos MJL, De Oliveira ASA. Stressful situations and factors in students of nursing in clinical practice. Investig y Educ en Enferm. 2016;34(1):211–20.

[6] Azizah, LK & Ropyanto CB. Tingkat Kepuasan Bimbingan Klinik Mahasiswa Keperawatan Linda. J Nurs Stud. 2012;1(1):219–24.

[7] De Swardt HC. The clinical environment: A facilitator of professional socialisation. Heal SA Gesondheid. 2019;24:1–7.

[8] Saarikoski M, Strandell-Laine C. The CLES-scale: An evaluation tool for healthcare education. The CLES-Scale: An Evaluation Tool for Healthcare Education. 2017. 1–119 p.

[9] Mikkonen K, Merilainen M, Tomietto M. Empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students. J Clin Nurs. 2020;29(3–4):653–61.

[10] Jamaludin, T.S.S., Nurumal, M.S., Ahmad, N., Muhammad, S.A.N., Chan, C.M. Soft skills elements in structured clinical skill assessment: a qualitative study. Bali Medical Journal. 2022;11(3):1666-1674.

[11] Mikkonen K, Elo S, Tuomikoski AM, Kääriäinen M. Mentor experiences of international healthcare students’ learning in a clinical environment: A systematic review. Nurse Educ Today [Internet]. 2016;40:87–94. Available from: http://dx.doi.org/10.1016/j.nedt.2016.02.013

[12] Bodys-Cupak I. Psychometric properities of the Polish version of clinical learning environment inventory. BMC Nurs. 2021;20(1):1–8.

[13] Algaralleh A, Altwalbeh D, Alzayyat A. Preliminary psychometric properties of the arabic version of sheu and colleagues perceived stress scale among nursing students at Jordanian universities. J Multidiscip Healthc. 2019;12:777–87.

[14] Sweet L, Broadbent J. Nursing students’ perceptions of the qualities of a clinical facilitator that enhance learning. Nurse Educ Pract [Internet]. 2017;22:30–6. Available from: http://dx.doi.org/10.1016/j.nepr.2016.11.007

[15] Sepang MYL, Tore PM, others. Hubungan Peran Pembimbing Klinik Dengan Kepuasan Mahasiswa Diploma Iii Keperawatan Pada Pelaksanaan Praktek Klinik Di Akademi Keperawatan Gunung Maria Tomohon. 2017;1(2):302–8.

[16] Kaphagawani NC, Useh U. Analysis of nursing students learning experiences in clinical practice: Literature review. Stud Ethno-Medicine. 2013;7(3):181–5.

[17] Fernández-García D, Moreno-Latorre E, Giménez-Espert M del C, Prado-Gascó V. Satisfaction with the clinical practice among nursing students using regression models and qualitative comparative analysis. Nurse Educ Today. 2021;100:1-7.

[18] Admi H, Moshe-Eilon Y, Sharon D, Mann M. Nursing students’ stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Educ Today [Internet]. 2018;68:86–92. Available from: https://doi.org/10.1016/j.nedt.2018.05.027

[19] Sari, N.K., Prihatiningsih, T.S., Lusmilasari, L., Meliala, A. 2021. Online continuing professional development (CPD) for clinical nurse in the developing countries: a literature review. Bali Medical Journal. 2021;10(3):1088-1097.

[20] Maddineshat, M., Hashemi, M., Gharib, A. 2018. The effect of implementing nursing ethics code as a combined plan, in the school of nursing and clinical setting, Bojnurd, North Khorasan Province (2013-2015). Bali Medical Journal. 2018;7(1): 27-34.

Nursing student competency achievement factors in clinical learning

Abstract

References

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