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Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education

The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of inno...

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Autores principales: Dziurka, Magdalena, Machul, Michał, Ozdoba, Patrycja, Obuchowska, Anna, Kotowski, Michał, Grzegorczyk, Aleksandra, Pydyś, Aleksandra, Dobrowolska, Beata
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9141333/
https://www.ncbi.nlm.nih.gov/pubmed/35627889
http://dx.doi.org/10.3390/ijerph19106352
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author Dziurka, Magdalena
Machul, Michał
Ozdoba, Patrycja
Obuchowska, Anna
Kotowski, Michał
Grzegorczyk, Aleksandra
Pydyś, Aleksandra
Dobrowolska, Beata
author_facet Dziurka, Magdalena
Machul, Michał
Ozdoba, Patrycja
Obuchowska, Anna
Kotowski, Michał
Grzegorczyk, Aleksandra
Pydyś, Aleksandra
Dobrowolska, Beata
author_sort Dziurka, Magdalena
collection PubMed
description The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of innovations enabling the development of the required professional competencies as part of training during current and future pandemic restrictions. In this study, we aimed to explore the experiences of nursing students related to clinical education during the COVID-19 pandemic and to identify practical implications for this education in the future. A qualitative study was performed based on individual interviews among Polish nursing students (n = 20). The study is reported using the COREQ checklist. Content analysis was applied, and five main categories were identified, including ‘the key role of clinical mentor’, ‘theory-practice gap’, ‘ambivalent emotions and ethical challenges’, ‘to be part of the team’, and ‘strengthened professional identity’. The results of our research indicate that higher education institutions should implement clear strategies to support students, both in terms of psychological support and compensation of professional skills, the development of which might be limited during the pandemic. Modern technologies, including medical simulations, virtual reality, artificial intelligence, and telemedicine should be used in the practical teaching of nursing students to educate them on how to cope with difficult, new situations, build decision-making skills, and solve problems.
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spelling pubmed-91413332022-05-28 Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education Dziurka, Magdalena Machul, Michał Ozdoba, Patrycja Obuchowska, Anna Kotowski, Michał Grzegorczyk, Aleksandra Pydyś, Aleksandra Dobrowolska, Beata Int J Environ Res Public Health Article The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of innovations enabling the development of the required professional competencies as part of training during current and future pandemic restrictions. In this study, we aimed to explore the experiences of nursing students related to clinical education during the COVID-19 pandemic and to identify practical implications for this education in the future. A qualitative study was performed based on individual interviews among Polish nursing students (n = 20). The study is reported using the COREQ checklist. Content analysis was applied, and five main categories were identified, including ‘the key role of clinical mentor’, ‘theory-practice gap’, ‘ambivalent emotions and ethical challenges’, ‘to be part of the team’, and ‘strengthened professional identity’. The results of our research indicate that higher education institutions should implement clear strategies to support students, both in terms of psychological support and compensation of professional skills, the development of which might be limited during the pandemic. Modern technologies, including medical simulations, virtual reality, artificial intelligence, and telemedicine should be used in the practical teaching of nursing students to educate them on how to cope with difficult, new situations, build decision-making skills, and solve problems. MDPI 2022-05-23 /pmc/articles/PMC9141333/ /pubmed/35627889 http://dx.doi.org/10.3390/ijerph19106352 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Dziurka, Magdalena
Machul, Michał
Ozdoba, Patrycja
Obuchowska, Anna
Kotowski, Michał
Grzegorczyk, Aleksandra
Pydyś, Aleksandra
Dobrowolska, Beata
Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title_full Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title_fullStr Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title_full_unstemmed Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title_short Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education
title_sort clinical training during the covid-19 pandemic: experiences of nursing students and implications for education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9141333/
https://www.ncbi.nlm.nih.gov/pubmed/35627889
http://dx.doi.org/10.3390/ijerph19106352
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