Abstract
Aim: The purpose of this qualitative study was to explore and document the factors that affect clinical nurses' valuing to student nurses.
Method: The phenomenological research design was used in the study. The study was carried out with ten clinical nurses selected by purposeful sampling. In-depth interviews were made with participants through a semi-structured questionnaire. Data were analyzed by descriptive analysis method.
Results: In line with the interviews with the nurses participating in the research, two main themes emerged as "nurses who have difficulties in valuing students" and "nurses who can easily value students". For both themes, four sub-theme were defined. For the theme “Nurses who have difficulty valuing the student", individual characteristics of nurses, opinions about the profession, opinions about the student and generational differences, and for the theme “nurses who can easily value the student" individual characteristics of nurses, views on the profession, views on the student and school hospital cooperation were found. In the category of nurses who have difficulties in valuing the student were found to be negative in terms of individual characteristics, to have problems with their families, and to be resistant to communication and development. In terms of occupational characteristics, they were found to be job-oriented but not interiorized the job. Also they were highly influenced by the professional presentation and personal traits of the students. It was identified that they consider the students as a kind of work-load. However, where the student were easily valued; the individual characteristics of the nurses are positive, smiling, empathic, helpful, adjuvant as well as tending to be open for occupational development and communication. They were found to be nursing-oriented satisfied with their job. It was identified that nurses valuing to students comes out of the students’ characteristics (principled, sociable, being able to communicate easily etc.) and of the students’ being interested in the patients and the occupation itself.
Conclusions and Suggestions: The study sheds light upon the valuing to nursing students by clinical nurses' was affected by the individual characteristics of nurses, their perspectives of the profession, and what they think about the student.
Keywords
References
- Allan, H. T., & Smith, P. A. (2009). How student nurses’ supernumerary status affects the way they think about nursing. Nursing Times, 105(43), 10–13.
- Balakas, K., & Smith, J. R. (2016). Evidence-based practice and quality improvement in nursing education. The Journal of perinatal & neonatal nursing, 30(3), 191-194.
- Baldwin, A., Mills, J., Birks, M., & Budden, L. (2014). Role modeling in undergraduate nursing education: An integrative literature review. Nurse education today, 34(6), e18.
- Del Pozo, E. B. (2020). Mobbing in nursing students: characteristics and frequency of harassment behaviors. European Journal of Occupatıonal Health Nursıng, 1(1), 48-65.
- Elhami, S., Heidari, M., Ban, M., Mosaviasl, S., & Khavasi, M. (2018). The factors affecting effective clinical education from the viewpoint of students, Nursing Trainers, and nursing staff. World Family Medicine Journal: Incorporating the Middle East Journal of Family Medicine, 99(5897), 1-6.
- Forber, J., DiGiacomo, M., Davidson, P., Carter, B., & Jackson, D. (2015). The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue. Nurse education today, 35(11), 1114-1118.
- Göriş, S., Kılıç, Z., Ceyhan, Ö., & Şentürk, A. (2014). Hemşirelerin Profesyonel Değerleri ve Etkileyen Faktörler. Journal of PsychiatricNursing, 5(3), 137-142.
- Günay, U. ve Kılınç, G. (2018). The transfer of theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A qualitative study. Nurse Educ Today, 65, 81-86.
- Halstead, J. M. (1996). Values and Values Education in Schools. J. M. Halstead ve M. J. Taylor. (Ed.). Values in Education and Education in Values. London: Falmer Press, 3-14.
- Hemşirelik Yönetmeliği https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=13830&MevzuatTur=7&MevzuatTertip=5 Erişim tarihi:18.03.2021.
- Karaöz, S. 2013. General overwiew of clinical evaluation in nursing education: challanges and recommendations. Electronic J of September 9th University Nursing Faculty 6, 149-158.
- Karasu, F., Aylaz, R., & Dadük, S. (2017). X ve Y Kuşağı: Hemşirelerde Meslek Dayanışması ile İş Doyumu Arasındaki İlişki. Sağlık Bilimleri ve Meslekleri Dergisi/Journal of Health Sciences and Professions, 4(3), 180-189.
- Kesgin, M. T., Bilgin, N. Ç. & Ayhan, F. (2018). Opinions of nursing students about clinical practice: general practice course. Social Sciences Studies Journal, 4, 3805-3816.
- Levett-Jones, T., Fahy, K., Parsons, K., & Mitchell, A. (2006). Enhancing nursing students’ clinical placement experiences: a quality improvement project. Contemporary Nurse, 23(1), 58-71.
- Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: A qualitative study. Nurse Education Today, 35(7), 859-863.
- Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., ... & Kääriäinen, M. (2020). Development and testing of an evidence-based model of mentoring nursing students in clinical practice. Nurse education today, 85, 104272.
- Özsaban, A., Bayram A. (2020). Türkiye’de Hemşirelik Öğrencilerinin Klinik Uygulama Deneyimlerini Etkileyen Faktörler: Sistematik Derleme. Ankara Sağlık Bilimleri Dergisi, 124-145.
- Parker, B. A. & Grech, C. (2018). Authentic practice environments to support undergraduate nursing students' readiness for hospital placements. A new model of practice in an on campus simulated hospital and health service. Nurse Educ Pract, 33, 47-54.
- Polat, Ş., Ayyıldız Erkan, H., Çınar, G. & Doğrusöz, L.A. (2018). Opinions of student nurses practicing clinical practice in a university hospital. Journal of Health and Nursing Management, 5, 64-74.
- Ranse, K., & Grealish, L. (2007). Nursing students’ perceptions of learning in the clinical setting of the Dedicated Education Unit. Journal of Advanced nursing, 58(2), 171-179.
- Rees, C. E., Crampton, P., Kent, F., Brown, T., Hood, K., Leech, M., ... & Williams, B. (2018). Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study. BMJ open, 8(4). Schwartz, S. H. (2012). An overview of the Schwartztheory of basic values. Online readings in Psychology and Culture, 2(1), 11.
- Sharif, F., & Masoumi, S. (2005). A qualitativestudy of nursing student experiences of clinical practice. BMC nursing, 4(1), 1.
- Skela-Savič, B., & Kiger, A. (2015). Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study. Nurse education today, 35(10), 1044-1051.
- Streubert, H.J. & Carperter, D.R. (2011). Quantative Research in Nursing Advancing The Humanistic Imperative. 5th Edition, Lippincott Williams &Wilkins.
- Sun, F.-K., Long, A., Tseng, Y. S., Huang, H.-M., You, J.-H. & Chiang, C.-Y. 2016. Undergraduate student nurses' lived experiences of anxiety during their first clinical practicum: A phenomenological study. Nurse Education Today, 37, 21-26.
- Swinny B, & Brady M. (2010). The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Critical Care Nursing Quarterly, 33(1), 60–66. https://doi.org/10.1097/CNQ.0b013e3181c8df7c
- Taştekin, A., Türkdönmez, B., Güler, M., Yilmaz, A. & Erşahan, T. (2016). Related factors and satisfaction levels of nursing students in clinical settings. J of Florence Nightingale, 21, 24-29.
- Türk Dil Kurumu Sözlükleri https://sozluk.gov.tr/ Erişim Tarihi: 15.07.2020.
- Wareing, M., Taylor, R., Wilson, A., & Sharples, A. (2017). The influence of placements on adult nursing graduates' choice of first post. British Journal of Nursing, 26(4), 228-233.
- Wilson, A. M. E. (2012). Supporting student nurses by the educational use of self: A hermeneutic phenomenological exploration of the mentor experience (Doctoral dissertation, The Open University).
- Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz Esencan, T., & Özdil, H. (2017). X ve Y Kuşağındaki Hemşirelerin Mesleki Bağlılıklarının Değerlendirilmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33(3), 91–104.
KLİNİSYEN HEMŞİRELERİN ÖĞRENCİ HEMŞİRELERE DEĞER VERMESİNİ ETKİLEYEN FAKTÖRLER ÜZERİNE: KALİTATİF BİR ARAŞTIRMA
Abstract
Amaç: Bu çalışma klinik hemşirelerin öğrenci hemşirelere değer vermesini etkileyen faktörleri açığa çıkarmak amacıyla yapılan niteliksel bir araştırmadır.
Yöntem: Araştırmada fenomenolojik araştırma tasarımı kullanılmıştır. Katılımcılar amaçlı örnekleme yöntemiyle seçilmiş 10 klinisyen hemşireden oluşmuştur. Katılımcılarla yarı yapılandırılmış soru formu aracılığıyla bireysel derinlemesine görüşmeler yapılmıştır. Betimsel analiz yöntemiyle veriler analiz edilmiştir.
Bulgular: Araştırmaya katılan hemşirelerle yapılan görüşmeler doğrultusunda “öğrenciye değer vermede güçlük yaşayan hemşireler” ve “öğrenciye kolaylıkla değer verebilen hemşireler” olmak üzere iki ana tema oluşmuştur. Her iki tema için; hemşirelerin bireysel özellikleri, mesleğe ilişkin görüşleri ve öğrenci ile ilgili görüşleri olmakla beraber, “öğrenciye değer vermede güçlük yaşayan hemşireler” teması altında kuşak farklılığı ve “öğrenciye kolaylıkla değer verebilen hemşireler” teması altında okul hastane işbirliği olmak üzere dört alt tema belirlenmiştir. Öğrenciye değer vermede güçlük yaşayan hemşirelerin bireysel özellikleri arasında negatif tutumlu olma, ailevi sorunlara sahip olma, iletişime ve gelişime kapalı olma; öğrenciye değer vermede güçlük yaşayan hemşirelerin mesleğe ilişkin görüşleri arasında iş odaklı olma, mesleği benimseme ve mesleki gelişim kaygısında olmama, öğrenciyle ilgili olarak ise öğrencinin mesleki prezantasyonundan ve kişilik özelliklerinden yüksek düzeyde etkilendikleri, öğrenciyi iş yükü olarak gördükleri aynı zamanda kuşak farklılıklarını vurguladıkları saptanmıştır. Öğrenciye kolaylıkla değer verebilen hemşirelerin bireysel özelliklerinin pozitif, güler yüzlü, empatik, yardımsever, kolaylaştırıcı olduğu, iletişime ve gelişime açık oldukları, mesleğe ilişkin odaklarının bakım olduğu, mesleği benimsedikleri, doyurucu, tatmin edici buldukları, öğrenciye değer vermelerinin yine öğrenci özelliklerinden (dürüst, ilkeli, girişken, güler yüzlü, duyarlı, etkili iletişim kurabilen) ve öğrencinin mesleğe ve hastaya yakın oluşundan etkilendiği ortaya çıkmıştır.
Sonuçlar ve Öneriler: Kavramlar arasında ilişki kurulduğunda hemşirelerin hemşirelik öğrencisine değer vermesini; hemşirelerin bireysel özellikleri, mesleğe bakışları ve öğrenci hakkındaki düşünceleri etkilemektedir.
References
- Allan, H. T., & Smith, P. A. (2009). How student nurses’ supernumerary status affects the way they think about nursing. Nursing Times, 105(43), 10–13.
- Balakas, K., & Smith, J. R. (2016). Evidence-based practice and quality improvement in nursing education. The Journal of perinatal & neonatal nursing, 30(3), 191-194.
- Baldwin, A., Mills, J., Birks, M., & Budden, L. (2014). Role modeling in undergraduate nursing education: An integrative literature review. Nurse education today, 34(6), e18.
- Del Pozo, E. B. (2020). Mobbing in nursing students: characteristics and frequency of harassment behaviors. European Journal of Occupatıonal Health Nursıng, 1(1), 48-65.
- Elhami, S., Heidari, M., Ban, M., Mosaviasl, S., & Khavasi, M. (2018). The factors affecting effective clinical education from the viewpoint of students, Nursing Trainers, and nursing staff. World Family Medicine Journal: Incorporating the Middle East Journal of Family Medicine, 99(5897), 1-6.
- Forber, J., DiGiacomo, M., Davidson, P., Carter, B., & Jackson, D. (2015). The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue. Nurse education today, 35(11), 1114-1118.
- Göriş, S., Kılıç, Z., Ceyhan, Ö., & Şentürk, A. (2014). Hemşirelerin Profesyonel Değerleri ve Etkileyen Faktörler. Journal of PsychiatricNursing, 5(3), 137-142.
- Günay, U. ve Kılınç, G. (2018). The transfer of theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A qualitative study. Nurse Educ Today, 65, 81-86.
- Halstead, J. M. (1996). Values and Values Education in Schools. J. M. Halstead ve M. J. Taylor. (Ed.). Values in Education and Education in Values. London: Falmer Press, 3-14.
- Hemşirelik Yönetmeliği https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=13830&MevzuatTur=7&MevzuatTertip=5 Erişim tarihi:18.03.2021.
- Karaöz, S. 2013. General overwiew of clinical evaluation in nursing education: challanges and recommendations. Electronic J of September 9th University Nursing Faculty 6, 149-158.
- Karasu, F., Aylaz, R., & Dadük, S. (2017). X ve Y Kuşağı: Hemşirelerde Meslek Dayanışması ile İş Doyumu Arasındaki İlişki. Sağlık Bilimleri ve Meslekleri Dergisi/Journal of Health Sciences and Professions, 4(3), 180-189.
- Kesgin, M. T., Bilgin, N. Ç. & Ayhan, F. (2018). Opinions of nursing students about clinical practice: general practice course. Social Sciences Studies Journal, 4, 3805-3816.
- Levett-Jones, T., Fahy, K., Parsons, K., & Mitchell, A. (2006). Enhancing nursing students’ clinical placement experiences: a quality improvement project. Contemporary Nurse, 23(1), 58-71.
- Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: A qualitative study. Nurse Education Today, 35(7), 859-863.
- Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., ... & Kääriäinen, M. (2020). Development and testing of an evidence-based model of mentoring nursing students in clinical practice. Nurse education today, 85, 104272.
- Özsaban, A., Bayram A. (2020). Türkiye’de Hemşirelik Öğrencilerinin Klinik Uygulama Deneyimlerini Etkileyen Faktörler: Sistematik Derleme. Ankara Sağlık Bilimleri Dergisi, 124-145.
- Parker, B. A. & Grech, C. (2018). Authentic practice environments to support undergraduate nursing students' readiness for hospital placements. A new model of practice in an on campus simulated hospital and health service. Nurse Educ Pract, 33, 47-54.
- Polat, Ş., Ayyıldız Erkan, H., Çınar, G. & Doğrusöz, L.A. (2018). Opinions of student nurses practicing clinical practice in a university hospital. Journal of Health and Nursing Management, 5, 64-74.
- Ranse, K., & Grealish, L. (2007). Nursing students’ perceptions of learning in the clinical setting of the Dedicated Education Unit. Journal of Advanced nursing, 58(2), 171-179.
- Rees, C. E., Crampton, P., Kent, F., Brown, T., Hood, K., Leech, M., ... & Williams, B. (2018). Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study. BMJ open, 8(4). Schwartz, S. H. (2012). An overview of the Schwartztheory of basic values. Online readings in Psychology and Culture, 2(1), 11.
- Sharif, F., & Masoumi, S. (2005). A qualitativestudy of nursing student experiences of clinical practice. BMC nursing, 4(1), 1.
- Skela-Savič, B., & Kiger, A. (2015). Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study. Nurse education today, 35(10), 1044-1051.
- Streubert, H.J. & Carperter, D.R. (2011). Quantative Research in Nursing Advancing The Humanistic Imperative. 5th Edition, Lippincott Williams &Wilkins.
- Sun, F.-K., Long, A., Tseng, Y. S., Huang, H.-M., You, J.-H. & Chiang, C.-Y. 2016. Undergraduate student nurses' lived experiences of anxiety during their first clinical practicum: A phenomenological study. Nurse Education Today, 37, 21-26.
- Swinny B, & Brady M. (2010). The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Critical Care Nursing Quarterly, 33(1), 60–66. https://doi.org/10.1097/CNQ.0b013e3181c8df7c
- Taştekin, A., Türkdönmez, B., Güler, M., Yilmaz, A. & Erşahan, T. (2016). Related factors and satisfaction levels of nursing students in clinical settings. J of Florence Nightingale, 21, 24-29.
- Türk Dil Kurumu Sözlükleri https://sozluk.gov.tr/ Erişim Tarihi: 15.07.2020.
- Wareing, M., Taylor, R., Wilson, A., & Sharples, A. (2017). The influence of placements on adult nursing graduates' choice of first post. British Journal of Nursing, 26(4), 228-233.
- Wilson, A. M. E. (2012). Supporting student nurses by the educational use of self: A hermeneutic phenomenological exploration of the mentor experience (Doctoral dissertation, The Open University).
- Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz Esencan, T., & Özdil, H. (2017). X ve Y Kuşağındaki Hemşirelerin Mesleki Bağlılıklarının Değerlendirilmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33(3), 91–104.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Health Care Administration |
| Journal Section | Original Research |
| Authors | |
| Publication Date | August 31, 2021 |
| Submission Date | June 10, 2021 |
| Published in Issue | Year 2021 Volume: 6 Issue: 2 |
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