Improving Confidence in Clinical Assessment Skills Through Service-Learning Experiences Among Nursing Students.
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
May 2022
May 2022
Historique:
entrez:
6
5
2022
pubmed:
7
5
2022
medline:
11
5
2022
Statut:
ppublish
Résumé
Service-learning (SL) was incorporated into a nonclinical undergraduate nursing course. This study examined the effects of SL on nursing students' confidence in performing patient health assessments. Nursing students completed an experiential SL vital signs assessment and a subsequent reflective journal. Of 112 reflective journals, 30 journals were randomly selected for qualitative analysis to understand the experiences of SL for nursing students. A rapid analytic framework was used for data analysis. The following domains were identified: overcoming initial fear, building confidence in clinical assessment skills, practicing therapeutic communication and patient education, and developing problem solving skills. This project highlights that SL experiences are not limited only to clinical settings but also are appropriate for nontraditional preclinical settings as well. Such experiences introduce nursing students to patient care and critical reasoning prior to transitioning to subsequent clinical nursing courses.
Sections du résumé
BACKGROUND
BACKGROUND
Service-learning (SL) was incorporated into a nonclinical undergraduate nursing course. This study examined the effects of SL on nursing students' confidence in performing patient health assessments.
METHOD
METHODS
Nursing students completed an experiential SL vital signs assessment and a subsequent reflective journal. Of 112 reflective journals, 30 journals were randomly selected for qualitative analysis to understand the experiences of SL for nursing students. A rapid analytic framework was used for data analysis.
RESULTS
RESULTS
The following domains were identified: overcoming initial fear, building confidence in clinical assessment skills, practicing therapeutic communication and patient education, and developing problem solving skills.
CONCLUSION
CONCLUSIONS
This project highlights that SL experiences are not limited only to clinical settings but also are appropriate for nontraditional preclinical settings as well. Such experiences introduce nursing students to patient care and critical reasoning prior to transitioning to subsequent clinical nursing courses.
Identifiants
pubmed: 35522760
doi: 10.3928/01484834-20220303-02
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM