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Konseibo Charles Didace Doctor of Philosophy Renewable Energy Burkina Faso |
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Máncel Enrique Martínez Durán Post-Doctorate of Public Health Older Adults Colombia |
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Magalis Yesenia García Martínez Doctor of Science Organizational Development Dominican Republic |
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Misael Nguema Nsue Nfumu Master of Education Sciences Education Sciences Equatorial Guinea |
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Stephen Turkson Doctor of Philosophy International Education Ghana |
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SPECIAL GROUP GUATEMALA Bachelor of Business Administration Management, Ada P. Molina Arrivillaga de Pezzarossi, Alvaro José Chacón Aldana, Ana Lucía Roldán Orellana, Angel Efraín Cota Tobar, Clara Lily Castellanos Rizzo de Morán, Clara Lisseth Herrera Concuá, Claudia Fernanda López GalissairesClaudia Johanna Aragón Echeverría, Claudia María Urbina Cruz, Danny Joel Orozco Ramos,, Diana Renée Sacalxot Hernández, Edgar Rolando Avila Alegría, Emily Karina Carrillo Siliezar, Ericka Mercedes Valdez Arriola, Gerson David Castillo Vásquez, Ingrid Leonor Samayoa Chinchilla, Iris Antonieta Sánchez Blanco, Jackeline I. Argueta Sánchez de Arriaza, Jaime Alfredo Romero Aldana, Jonathan José Mayén, José David González Rodriguez, Karla Raquel Ramos Sandoval, Lesly Aracely Solares González, Ligia Mireya Díaz Velásquez, Ligia Regina Castro-Conde Chapetón, Lilian Ayde Martínez Dueñas, Lucía A. Robles Rivera De López, Luis Alberto Milián Turcios,, María Fernanda Melgar, María Marta Castillo Gordillo, Maricarmen Aguiano Araujo, Mario Evangelista García Chavarría, Mario Fernando Carrillo García, Mario Fernando Escobar Zavala, Maurel Noel Interiano Largaespada , Mike Raúl De Paz Lémus, Mirna Marleny Escobar Carrillo, Nelson Horlando Santos Hernandez, Neylí Melina Solares González, Omár Arturo Morales Luna, Ramón Alirio Santizo Aguilar, Renée María Soledad Celada Granera, Rodolfo Eliú Monterroso Román, Sandy Pamela Díaz Rodríguez, Sergio Dennis Rodríguez Arévalo, Tania Marisely Jocol Gonzalez, Walter Alberto Bolaños Morales, Walter Estuardo Castañeda Percolla, Wendy Guadalupe Enriquez Aldana, Yesenia Claudiny Girón Polanco, Juan Carlos Larios Pérez |
|||||
ABSTRACT
Background: Clinical learning
is vital component of nursing
education, it give students
opportunity to connection
theory that they learn from
classes and text books with
practice of caring of patients
and clients. Various research
has indicated that nursing students
experience challenges
during their clinical practice.
Purpose: The purpose of
this study is to explore nursing
students experience and
their challenges during clinical
practice.
Method: Qualitative
research method was used
and sampling was done by
convenience sampling technique.
Thirty participants were
selected from a whole group
of seventy seven third year
nursing students, divided into
three groups of ten students
and focus group discussion
done with each group to find
out their challenges and experiences
they encounter during
clinical practice.
Results: The findings indicated
that there are challenges
which impact on nursing student’s
clinical learning such as
lack of opportunity to learn,
no clear theory and practice
integration, no enough clinical
supervision and lack of respect
and understanding were
identified as challenges experienced
by nursing students
during clinical practice.
Conclusion: The research
finds indicated the significance
of clinical learning in
narrowing the gap between
nursing education and clinical
practice. Nurse educators
and clinical practitioner
should find a common ground
to enhance and create conducive
environment for clinical
learning.
Key concepts: Challenges,
Experience, Clinical Practice,
Nursing Student
1.1 Introduction
Nursing education should
be well-informed and up
to date, if the challenges of
clinical teaching of nursing
students and quality care
of patient and clients have
to be achieved. This can be
realised only when there is a
standard set against all health
professional performance can
be measured and assessed (MoHSS, 2013). Clinical teaching
is a set of planned experiences
that aimed to help nursing
students in clinical practice to
acquire nursing skills, knowledge
and right attitudes by observing,
participating in caring
of patient under supervision
of professional nurse. This is
why effective clinical teaching
play a critical role in nursing
education programs.
The purpose of clinical
practice is to apply theory that
nursing students learn in class
into clinical setting. To guide
nursing students in order for
them to be able to provide
patient care effectively and
independently. As well as to
use theory of nursing when
planning nursing care of their
patients. The purpose of clinical
practice is make sure that
nursing graduates are competent
and ready to render
quality nursing care.
Therefore clinical teaching
and practice enable nursing
student to relate theory
to practice, as it is in clinical
practice where nursing students
come into contact with
real patient in real situation. Is
only through clinical teaching
and practice a nursing students
acquire clinical knowledge and
skills necessary to practice
nursing (Mellish et al., 2009).
The key payers and stakeholder
in training of nurses
are; lecturer and clinical
instructors from Nursing
schools, Registered nurses
in at training hospitals and
other health facilities, student
nurses patients and clients.
Wilson A (2014) indicated
that nursing education is the
responsibilities of the nursing
students, nursing school and
clinicians. But the training institution
has a major responsibility
to provide accurate,
up- to-date and evidence
based teaching material that
is relevant to current clinical
environment.
Registered nurse who are
clinician in clinical setting
they are responsible for support,
supervise and mentor the
students during clinical practice.
Clinical instructors their
role is to promote, facilitate
student learning through appropriate
allocation of student
at clinical area according to
their learning needs, supervise
student clinical progress and
evaluate student competence
in various field as well as support
them during clinical practice.
This statement supported
by Okoronkwo et al (2013)
indicated that a poorly trained
nurse might lead to ineffective
nursing care. And Waldock
(2010) stated that if nurses at
clinical setting do not fulfil
their function of clinical
teaching it can negatively impact
the clinical competence
of the student nurses.
The health facilities in Kavango
east are overwhelmed
by influx of students from
health training institutions
such as International University
of Management (IUM)
and Welwitchia University
(WU), national heath training
centres, University of Namibia
(UNAM) and from other
health training institutions.
The researcher assumes that
there may be various challenges
at clinical areas that
contributing to students drop
out in health training centres
in the country that resulting
into some student feeling over
worked in clinical setting.
Therefore, the researcher
has conducted a study to know
the challenges experienced
by nursing students: clinical
practice at regional health
training centre, third year
student’s clinical practices
throughout their placements at
the health facilities in kavango
east regions in Namibia. There
has been a lot of assumptions
that there was an increase in
anxiety level of students which
can lead to poor performances
both in theory and practice.
This study aims to explore
and describe the clinical
challenges experienced by
nursing students at the Regional
Health Training Centre
Diploma Project in Namibia.
1.2 Contextual
information
Research is regarded as one
of the most effective way of
finding answers to professional
questions and problems,
which is characterized by the
use of tested methods, procedures
and objective attitudes
in the process of exploration
(Brink, 2014). In nursing
education clinical practice is a
place where knowledge, skills
and attitudes are developed,
nursing students learn how
to apply the theory learned.
Integration of theoretical
knowledge and practical skills
in clinical practice makeup the
arts and science of nursing. The diploma nursing program
is a three year and six
months course established in
2014 by the Ministry of Health
to train about 300 Nursing
staffs at health training colleges
in the country. The aim is to
address the chronic shortage
of nurses in health facilities
mostly in rural areas. This
training program is expected
to comply with the health professional
council of Namibia
and national qualification
authority requirement for the
students up on completion
with their study to be registered
by Health Professional
Council of Namibia (HPCN) as
registered nurses.
Nursing training consist
of theoretical and practical
component. From nursing
educational perspective, clinical
placement is the venue
where enable nursing students
to acquire and develop the
knowledge, skills, and right attitudes
to become a competent
nurse (Newton et al., 2010). The
curriculum is congested and
this has posed many challenges
and pressure to the nursing
students, lecturers and clinical
instructors to finish the
program on scheduled time. In
addition there is a perception
that some clinical instructors
have not acquired experience
to guide students during their
clinical practice.
Therefore, conducive
clinical learning environment
has a positive impact on
as well as summative evaluations
has been observed
among nursing students in
Rundu health training centre
since its inception in 2014.
Few students especially male
nursing students have left
the professional in their first
and second year as results of
challenges they encounter in
clinical setting.
A study on the challenges
experienced by nursing
students from health training
centre during their clinical
practice in Rundu intermediate
hospital and surrounding
health centres and clinics
become a necessity. 2. RESEARCH DESIGN
AND METHODOLOGY
the student’s
professional
development
and exposure
as well as
preparation to
enter in this
unfamiliar
environment is
one of the important
factor
to the student’s
professional
development
process. Under
performance of
some students
in both clinical
and theoretical
continuous
2.1 Research design
Research design is the overall
plan for obtaining answers
to research questions (Polit
& Beck, 2012) In this study; a
qualitative descriptive explorative
design used to measure
variables contributing to
challenges that experienced
by third year nursing students
of regional health training
centre during their clinical
allocations.
Qualitative research design
is a research method used
extensively by scientists and
researchers studying human
behaviour, opinions, themes
and motivations. The study
used qualitative design because
it’s planned to determine
the findings pertaining
to the challenges experienced
by the nursing students of
regional health training centre
in clinical setting. The study is
descriptive because it plans to
explore and describe the views
and experiences of nursing
students on the challenges experienced
at a specific health
training centre when deployed
in Namibia’s public health care
facilities for two reasons:
• To use an approach that
answer the research question
better
• To ensure rigorous and
validity of the results, because
the effectiveness of the study
results mainly depend on the
samples and methods used to
collect data. Caral, Macnee &
McCabe (2008) indicated that;
it is important to understand
the overall purpose and nature
of research design because
they direct the sampling and
data collection process.
2.2 Research methods
A research method is a set of
procedures and steps used to
collect information and data in
a research. Methodology also
defined as the process that
used to collect data for the
purpose of making informed
decisions and to find a best
possible way to find solutions
to problem in a given society
(Polit & Beck, 2012).
A focus group discussion
used to investigate nursing
students view about the experience
in clinical practice. This
is about organized discussion
with selected group of individuals
to get information on their
views experience and challenges
during clinical practice.
The methodology include
target population, sampling
technique and sample size,
eligibility criteria, data collection
and data analysis and this
specific steps of the research
process that ensure objectivity
and to minimise biases.
To be continued
Many wonder: Who did
what is called work?
Have you ever wondered why
work comes up?
I must find harmony
between my life and work; I
think it is something that is
not going to be possible.
Have you ever thought
about what would be of society
if no one had worked since we
inhabited the Earth?
To work isn’t a punishment;
work ceased to be the activity
of slaves since the middle of
the Ancient Age.
Something very special
happens to us with what we
don’t want: we talk about a lot
of science, a lot of technology,
the knowledge society,
the information transmitted
in such a way that everything
is known at the moment it happens but we bring in our
thoughts remnants of times
very far about History.
In the 21st century we think
that there is no need to work
because work is a matter of
slaves and slavery was a form
of social organization of the
centuries before and after the
start of the Gregorian calendar
that we have in the West. It
means that many, but many
centuries ago, that happened
and Aristotle was one of those
who gave freedom to his slaves.
How many centuries ago was it
when Aristotle lived? Aristotle
was born in Estagira, Greece, in
384 B.C. and died in 322 B.C. in
Chalcis, Greece.
It seems that what we don’t
like to do our mind looks for
difficulties to justify us. We
have technology and technology
and we want more and more
little buttons to do nothing.
The twentieth century left
us an extraordinary development
of science and technology,
a form of organization for
production called Globalization
but we still think that to
work shouldn’t be. We divide the development
of humanity into Ages
and talk about the Ancient,
Middle, Modern and Contemporary
Ages. We have relevant
facts that identify each Age.
Ancient Age: from the rise
of writing until the end of the
Western Roman Empire in
476 A.C.
Middle Ages: from the
end of the Roman Empire of
the West until the fall of the
Roman Empire of the East -
1453 with the creation of the
printing press - 1455 and the
discovery of America -1492
Modern Age: from the
discovery of America to the
Independence of the United
States - 1776 along with the
French Revolution -1789.
Contemporary Age: from the
Independence of the United
States along with the French
Revolution to the present.
The great divisions mentioned
are given, as we see, by
great events that the human
species in its existence has
made and that since the first years of formal education
teach us.
The human being, we know,
for its nature, can’t live alone.
In that living with others, he
also lives with nature and
always looks for ways to make
it more favorable in terms of
what he gets from it.
The human being often
only obtains from nature, but
doesn’t generate sustainable
development.
Currently we have the
Agenda for the Sustainable
Development of
the United Nations for
Education, Science and
Culture Organization
(UNESCO). The agenda
has 17 principles that are
expected to be reached
on 2030 and which were
agreed at the 70th general
assembly of the United
Nations (UN), celebrated
in New York on 2015.
Atlantic International
University (AIU) participates
in the dissemination
and implementation
of this agenda inviting
students and staff to
work for sustainable
development.
The human being has developed
forms and forms of
production and has organized
to obtain goods in different
ways. We see the way in which
feudal society gave way to
the formation of States. The
society is organized by the
nuclei of human beings that
had a common way of relating;
States arise and social and
economic life is organized.
Human beings do activities
to obtain better goods; that’s
where the work comes from.
Modern states arose through
many social problems and the
interests of goods, of wealth,
brought great conflicts such
as the two World Wars: the
first from 1914 to 1918, and the
second from 1939 to 1945.
We still have unsolved problems
called: undeclared wars.
In general, we all know that
certain countries maintain
belligerence with others.
States emerged to organize
wealth and protect citizens.
What happened? Since the
mid-twentieth century Capitalism
took a turn towards globalized
trade and the State as
protector of society has lost its
strength and wonders if trade
carried out at the speed as it is
done should create universal
legislation, which means: the
death of the State.
It didn’t matter what relationship
you had with your
work because the State had
the ways for everyone to participate
in the production and
that is why the vast majority
of human beings expected
everything from the State.
Now the state seems to
leave their children orphaned
and that is when many will
learn what work is.
Work is your personal
development.
Work is the development
of your skills.
Work is the way to relate
to others to seek the best way to produce the
goods we need to create
sustainable development.
Work is the way to
integrate with others to
create better teaching
methods for everyone.
Work is also the best
way to produce science
and technology in a sustainable
way.
Work is the integration
of human beings in
groups to create better
organizations for human
living.
The relationship with others
to do our job makes it our life.
For the justifications that we
have just presented the work
must be loved because it is
what allows us to generate the
good life we want; the good
life means: the happy life.
Have you ever wondered
what would we be doing if
groups of human beings had
not met to work?
How would we be if we were
all sitting or sleeping without
doing anything?
It is true that society in
general has many things that
are not in the best way, for the interests of certain groups, but
with work and goodwill those
problems can be solved.
That indicates that we must
love what we do to develop all
the skills we have but also to
have quality of our lives.
The roads we see is that
the State is leaving its
children, orphans.
Love yourself, love
what you do.
Stop thinking the State
will resolve your life.
Transform those
wonderful skills that life
gave you through love of
yourself performing your
work.
The reasons of generating
harmony between
your life and work are
given by your nature as a
human being: create and
create to live.
Love your work because
it is the way to
manifest yourself as
a human being and
also through work it’s
how you will be happy
because you will
create yourself!
BIBLIOGRAPHY. Hobsbawm. E. (1998). Historia del siglo XX. Buenos
Aires: Grijalbo, Crítica. | Organización de las Naciones Unidas para la
Educación, la Ciencia y la Cultura (UNESCO), Homepage https://es.unesco.
org/about-us/introducing-unesco | UNESCO – AGENDA 2030 - DESARROLLO
SOSTENIBLE. Retrieved from http://www.unesco.org/new/fileadmin/
MULTIMEDIA/FIELD/Hanoi/2030_Brochure_SP.pdf | UNESCO – Objetivos
de Desarrollo Sostenible. Retrieved from https://es.unesco.org/sdgs
What you believe determines
your actions. If
you believe it is going to rain
later, you decide to carry an
umbrella with you.
If you believe that you
do not have enough time to
study, you do not make time.
In our minds, there are
phrases and images that are
repeated over and over again
mostly by our subconscious.
These phrases and images
determine our self-confidence,
self-identity, priorities, actions
and feelings.
You may want to study for
your courses. You may want
to learn and prepare your
assignments. Yet, you may
have beliefs repeating in your subconscious that do not let
you complete your courses.
So how can you make
sure that your beliefs will
help you study? You can do
affirmations.
Affirmations are simply
phrases that you repeat consciously.
Then your subconscious
learns these phrases
and begins to repeat them. So
by choosing certain affirmations,
you can re-program
your subconscious.
How do you use affirmations
for studying better?
First, you choose 3 to 6 affirmations
that will help you
study better. Here are some
examples.
• “I have enough time to study
every day.”
• “I have the concentration to
learn when I read.”
• “I enjoy studying.”
• “I love the effort to write an
essay and I love the feeling
when it receives an excellent
grade.”
• “Studying is making me a
better person.”
• “I enjoy what I am learning.”
• “I will make time to study every
day even when it seems
there is no time.”
• “My family is happy that
I am progressing in my
studies.”
• “I carry my books with me,
and I remember to read
every free chance I get.”
Next, you repeat your
affirmations for 2 to 5 minutes
a couple of times each
day. The most powerful times
are just before you sleep
and just as you wake up. At
these times, the mind is still
in the theta state and the
subconscious is more open to
communication.
The intention and truth of
the phrases will build inside
you. You will find the motivation
and time to study.
Also, when you are having a
difficult time studying; Maybe
you just can’t concentrate.
Just repeat some affirmations
while you breathe. You may
repeat in your mind, “I have
the energy and desire to study
right now. I enjoy studying.
I am learning what I want to
learn. I love to study.”
You will find that you can
study much better after repeating
these affirmations in
your mind.
One last thing to say. If you
identify a phrase or image
in your subconscious that is
blocking your efforts to study,
just affirm the opposite. Or
create an image in your mind
that is opposite. You will
more directly develop a more
productive and enjoyable
subconscious.