Author(s): Deepa K Damodaran, Kandasamy M


DOI: Not Available

Address: Deepa K Damodaran1, Kandasamy M2
Professor & Head, Department of Child Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala
Professor & Head, Department of Community Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala
*Corresponding Author

Published In:   Volume - 1,      Issue - 1,     Year - 2011

Clinical practice is a significant and essential part of a student nurses' education Various factors related to teachers, patients, hospital staff, peer group and those related to oneself influence the quality of clinical training. First year student nurses, who are directly from the school environment face a lot of anxiety producing and stressful experiences when they are exposed to the clinical learning environment. The qualitative study was conducted using phenomenological design in which the 1st year B.Sc. Nursing students’ experiences regarding clinical learning were explored. Fifteen participants were selected using theoretical sampling technique from a selected College of Nursing at Thrissur, Kerala. The data were collected by administering a semi-structured questionnaire and analyzed using Coliazzi’s method of analysis for phenomenological research. Analysis of their feelings to be a nursing student revealed that majority of them felt ‘happy’ and ‘proud’. Most of them reported various anxiety producing factors during the clinical work and themes were factors related to the ‘practice’, ‘patients’ and ‘teachers’. Participants expressed that the ‘uplifting consequences’ and ‘effective caring’ were their most enjoyable experience during clinical practice. The essence of the phenomenon, experience of being in the clinical learning environment, was to survive in the situation by being effective in the care giving process. The findings of this study have significant implication in nursing education, nursing service and nursing administration. First year student nurses need to receive well structured, problem based preclinical training. Clinical educator must be patient, friendly, understanding and approachable. Department of nursing education has to establish and maintain a cordial, working relationship with nursing service department. Special attention can be provided to students experiencing severe stress, anxiety and adjustment problems through counseling and assisted practice. Through these measures effective clinical training will be enhanced.

Cite this article:
Deepa K Damodaran, Kandasamy M. Clinical Environment: Experiences of Undergraduate student nurses. Int. J. Adv. Nur. Management 1(1): Oct.- Dec., 2013; Page 25-30.

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DOI: 10.5958/2454-2652 

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