Thesis About Study Habits Of Nursing Students

The comprehension of the transfer value of these preparations when it comes to clinical practice probably has an impact on students’ achievements in the field of practice [2].It has been argued that nursing education is inadequate in preparing students for practice and contributes to burnout syndrome among nurses and an earlier retirement from the profession [3, 4].

Participating in the training session was mandatory, but to deliver the questionnaires was voluntary.In clinical laboratory practice (CLP) the students simulate patient situations at various levels, from basic simulation in which fellow students play the roles of “patient” and “nurse” to more advanced scenarios with technologically advanced simulators (manikins) [6, 7].The practical exercises are usually organized with student groups (10–12) working together under the supervision of one lecturer per group.Faculty of Medicine and Health Sciences, Department of Health Sciences Gjøvik, NTNU (Norwegian University of Science and Technology), Postboks 191, 2802 Gjøvik, Norway Correspondence should be addressed to Copyright © 2018 Elisabeth Solvik and Solveig Struksnes.This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Requirements for Patient Safety suggest that students encounter patients well prepared.Age or level of discomfort related to organization of the skills training did not have impact on the students’ confidence in mastering bed bath in clinical practice.Students without previous experience were less confident to master the procedure in clinical practice, but the results evened out during the internship. The results from this study could indicate that the students’ age to a larger extent should be considered in the universities’ facilitation of nursing students’ clinical preparations, to improve the transition to “real life” as smoothly and meaningfully as possible to nursing students.This form was translated into Norwegian at NTNU in 2010, and it was in this connection that permission was given to use it further [13].The instruments were translated from English into Norwegian and then translated back into English, according to Polit and Beck [12]. Form 1 was completed immediately after the first training session, whereas Form 2 was filled out a short time after clinical practice (Table 1).It is also questioned to what extent the preparations within the university should be extended, so that training sessions (simulation) can replace some of the time spent in clinical practice [10, 11].The current project was completed for freshmen in bachelor’s nursing in the spring of 2014 and was part of the CLP before the first clinical practice in nursing homes.

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