Problem: While the educational preparation of students
in a tertiary nursing programme was the general focus of the
study, the specific concern was with the degree to which
students in the first and third year of the programme
implemented all aspects of the nursing process in their
delivery of patient care. The study developed out of a need
to evaluate the effectiveness of theoretical teaching in
regard to the students' ability to implement theoretical
principles in clinical practice. The desired outcome of the
study is that the data will be useful in developing more
appropriate and effective teaching approaches that will
result in improved clinical nursing practice.
Methodology A survey of patients receiving nursing
care from students in the first and third year of their
programme was conducted on completion of a one week block of
clinical experience for both groups of students. A
questionnaire was the instrument of data collection.
Factors included in the study were the patients' perceptions
of the students' attention to four of the five phases of the
nursing process: assessment, diagnosis, planning and
evaluation. Questions addressing the degree of patient
involvement in all of these phases were included throughout
the questionnaire. Questionnaires were returned from twenty
nine of the thirty one patients surveyed in the first year
student group and from thirty of the thirty one patients
surveyed in the third year student group; constituting a
93.5 percent and a 96.7 percent response respectively.
Results The scores achieved by each group of students
were compared against scores determined by the researcher to
indicate realistic educational and professional standards of
practice in each specified section and comparisons were also
made between the two students groups to identify development
of practice over the education programme. Scores indicated
that:
1. Within each section of the study both student groups
scored below the expected level on certain items, the
most notable deficiencies being related to the aspects
of patient empowerment through informing and involving.
2. The third year student group scored overall higher
than the first year students in regard to attention
to the more 'technical' aspects of the nursing process,
but did not give the same degree of attention to the
'human' aspects, scoring equal to, or lower than their
less experienced colleagues.
Conclusions:
1. There are apparent philosophical differences between
the graduates of the 'old style' training system and those
involved in the tertiary nursing programme in regard to the
individualization of patient care and the allocation of
priorities within a time frame.
2. Clinical application of theoretical principles relies
heavily on the reinforcement of these principles by the
clinical teacher/supervisor. There is a need for these
clinical supervisors to have:
(a) a better understanding of the educational objectives
for students in the clinical settings, and
(b) assistance towards developing teaching/organizational
strategies that will guide the student towards
objective attainment when such abilities are not
developed.
Recommendations: Among the recommendations presented
were:
1. that the nursing discipline within the university make
formal and informal opportunities to inform all clinicians
of the changes in nursing education and the implications
these changes have on the overall approach to the delivery
of patient care.
2. that there is an increased emphasis on the educational
preparation of the clinical supervisors and that their
commitment to the students' achievement of the clinical
objectives is enhanced through involvement in programme
planning and evaluation.
| Identifer | oai:union.ndltd.org:ADTP/219429 |
| Date | January 1992 |
| Creators | Bettiens, Rosanne, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Rosanne Bettiens |
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