Expectations From Clinical Attachments Among Undergraduate Nursing Programmes

Vollständiger Abstract

Worum geht es in dieser Arbeit?

ABSTRACT Aim To explore the expectations of undergraduate nursing students from their clinical practice. Design A qualitative descriptive study was conducted at Bahir Dar University and University of Gondar, Ethiopia, from 25 April to 25 October 2024. Method Representative nursing students were purposively selected for a focus group discussion to explore their expectations in the clinical learning environment. Data were collected using focus group discussion guides. Data were audio‐recorded, verbatim transcribed, translated, coded and analysed using thematic analysis with the help of ATLAS.ti 9.1. Results A total of 30 participants (15 male and 15 female) were involved from two public universities with teaching hospitals. Two main themes, including supportive clinical learning environments and learning need expectations, were identified: four subthemes that are suitable clinical setting, supervision and guidance, application of theory into practice and being skillful were developed within each theme. Patient or Public Contribution No formal patient or public involvement in this study. Nursing students participated only as research participants. Conclusion When students enter clinical settings, they anticipate developing skills, receiving support, being supervised, applying theoretical knowledge to practical situations and experiencing an appropriate clinical learning environment. Implications for Nursing Education It requires coordinated efforts amongst policymakers, nursing educators, preceptors and clinical learning sites to enhance the students' motivation, satisfaction and acquisition of nursing knowledge and skills. Policymakers and educators shall revise nursing curricula to better integrate theory and practice. Policymakers should establish national standards and accredit clinical learning environment sites to ensure they provide quality learning opportunities and enhance the overall quality of clinical education. Nurse educators and preceptors shall closely supervise students and limit the number of students assigned per clinical area to avoid overcrowding. Future research shall aim to conduct a mixed study design to explore the depth and breadth of a finding.