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Impact Of The Covid-19 Pandemic On Nursing Students’ Clinical Learning Experiences In British Columbia: The Student Perspective, Krista Sferrazza, Maura Macphee, Farinaz Havaei, Suzanne Hetzel Campbell
Impact Of The Covid-19 Pandemic On Nursing Students’ Clinical Learning Experiences In British Columbia: The Student Perspective, Krista Sferrazza, Maura Macphee, Farinaz Havaei, Suzanne Hetzel Campbell
Quality Advancement in Nursing Education - Avancées en formation infirmière
The clinical learning environment is where nursing students gain knowledge, practice skills and become socialized into the nursing profession. Traditionally, in Canada, the clinical learning environment takes place hospital and community settings. The COVID-19 pandemic required quick thinking by nursing faculty to replace on-site clinical hours. Given the quick change-over, there was minimal consideration given to nursing students' perspectives in the planning stages. This study aimed to investigate nursing students' experience in the clinical learning environment before and during the COVID-19 pandemic. The perceived quality of students' learning experiences was assessed using the Clinical Learning Environment, Supervision and Nurse Teacher …
Comparative Study Of Knowledge Acquisition, Satisfaction, Self-Confidence And Perceived Support In Nursing Students Experiencing Simulation Versus Clinical Placement In Perinatal Care, Catherine Pépin, Marilyn Aita, Andréane Lavallée, Johanne Goudreau
Comparative Study Of Knowledge Acquisition, Satisfaction, Self-Confidence And Perceived Support In Nursing Students Experiencing Simulation Versus Clinical Placement In Perinatal Care, Catherine Pépin, Marilyn Aita, Andréane Lavallée, Johanne Goudreau
Quality Advancement in Nursing Education - Avancées en formation infirmière
The aim of this study was to compare nursing students experiencing simulations (SIM group) (n=25) versus clinical placement (CPG) (n=55) in perinatal care. Questionnaires on satisfaction, self-confidence and perceived support were completed by both groups. Knowledge acquisition was assessed using standardized course evaluation. The Student’s t-test showed that differences between groups were not statistically significant for knowledge acquisition and satisfaction, while they were statistically significant for self-confidence and perceived support with higher scores in the CPG group. This study contributes to knowledge development since few have compared simulations as a learning method to replace totally clinical placement. Findings support the …