Educational Pathways from Classroom and Beyond: Exploring the Learning Experiences of Nursing Student
Article Sidebar
Enhancement,
Learning Experiences,
Nursing Student
Main Article Content
Abstract
Introduction: This study examined how learning experiences influenced the academic performance of second-year nursing students. According to the findings of this study, the perspective frameworks offered by nursing learning experiences not only teach certain types of skills but also provide the information and support needed for wider practice. Objective: The aim of this study was to look at how various educational paths influence second-year nursing students. Furthermore, it explores phenomena pertaining to nursing students in order to determine how these things impact their experiences. Methods: an open-ended interview combined with a qualitative phenomenology research instrument, the researchers in this study used a purposive sample strategy to choose their sample. A total of 15 second-year nursing students from Quezon City's prestigious educational institution participated in the study. Researchers interviewed the second-year nursing students with a qualitative interview format. Result: In line with identification and study, practical experience seemed to be a significant part of these measurements. This study has far-reaching implications for education, including how skills are taught and how to integrate various learning experiences. Those involved in the study called attention to issues about being busy, time management, and the quality of the instruction equipment. Students brought up issues with adhering to a strict timetable and some issues with information overload regarding new technology, including better overhead projectors and instructional materials. Conclusion: This study showed how realizing these elements could assist nursing students by establishing a more rational timetable, providing more resources, and informing them in advance about where their clinical experience will be. It emphasizes the importance of how a positive learning environment is essential to a student's capacity to focus, understand the material right away, and store it in students memory.
Article Details
References
Abdelkader, A., El-Aty, N., Abdelrahman, S. (2021). The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students. International Journal of Nursing Education 13 (2). https://doi.org/10.37506/ijone.v13i2.14614
Alsayed, S., Alshammari, F., Pasay-An, E., & Dator, W. L. (2021). Investigating the learning approaches of students in nursing education. Journal of Taibah University Medical Sciences, 16(1), 43–49. https://doi.org/10.1016/j.jtumed.2020.10.008
Amoo, S. A., & Enyan, N. I. E. (2020). Clinical Learning experiences of nursing and midwifery students; a descriptive cross-sectional study. Teaching and Learning in Nursing. https://www.sciencedirect.com/science/article/pii/S2214139122000646
Balay-odao, E. M., Marbella, I. M. V., & Capili, M. U. (2019). Satisfaction of student nurses on the academic services in the School of Nursing. Journal of Basic and Applied Research in Biomedicine, 5(1), 64-72. https://www.jbarbiomed.com/index.php/home/article/view/198
Cambridge, P., Brockenshire, N., Bridge, N., Jarden,R. (2023). Entry to practice nursing students' experiences of debriefing during clinical practice: A qualitative meta-synthesis. Nurse Education Today, Vol. 128. https://doi.org/10.1016/j.nedt.2023.105871
Ekstedt, M., Lindblad, M., & Löfmark, A. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models–a comparative cross-sectional study. BMC nursing, 18, 1-12. https://link.springer.com/article/10.1186/s12912-019-0375-6
González-García, M., Lana, A., Zurrón-Madera, P.,Valcárcel-Álvarez, Y., & Fernández-Feito, A. (2020). Nursing students’ experiences of clinical practices in emergency and intensive care units. International Journal of Environmental Research and Public Health/International Journal of Environmental Research and Public Health, 17(16), 5686. https://doi.org/10.3390/ijerph17165686
Ibe, E., Abamuche, J. (2019). Effects of audiovisual technological aids on students' achievement and interest in secondary school biology in Nigeria. Heliyon, Vol. 5 Issue 6. https://doi.org/10.1016/j.heliyon.2019.e01812
Immonen, K., Oikarainen, A., Tomietto, M.,Kääriäinen, M., Tuomikoski, A., Kaučič, B. M., Filej, B., Riklikiene, O., Vizcaya-Moreno, M. F., Perez-Cañaveras, R. M., De Raeve, P., & Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: A systematic review of reviews. International Journal of Nursing Studies, 100, 103414. https://doi.org/10.1016/j.ijnurstu.2019.103414
Jafari, H., Aghaei, A., Khatony, A. (2019). Relationship between study habits and academic achievement in students of medical sciences in Kermanshah-Iran. Advances in Medical Education and Practice, Vol. 10, 637-643. https://doi.org/10.2147/AMEP.S208874
Kaihlanen, A., Gluschkoff, K., Laukka, E., & Heponiemi, T. (2021). The information system stress, informatics competence and well-being of newly graduated and experienced nurses: a cross-sectional study. BMC Health Services Research, 21(1). https://doi.org/10.1186/s12913-021-07132-6
Leyva-Moral, J. M., Tosun, B., Gómez-Ibáñez, R.,Navarrete, L., Yava, A., Aguayo-González, M., Dirgar, E., Checa-Jiménez, C., & Bernabeu-Tamayo, M. D. (2023). From a learning opportunity to a conscious multidimensional change: a metasynthesis of transcultural learning experiences among nursing students. BMC nursing, 22(1), 356. https://doi.org/10.1186/s12912-023-01521-4
Morehead, K., Dunlosky, M., Rawson, K., Blasiman,R., Hollis, R.B. (2019). Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement. Memory, 27 (6), 807-819. https://doi.org/10.1080/09658211.2019.1569694
Nayak, S. G. (2019). Impact of Procrastination and Time-Management on Academic Stress among Undergraduate Nursing Students: A Cross Sectional Study. International Journal of Caring Sciences, 12(3). https://internationaljournalofcaringsciences.org/docs/18_nayak_original_12_3.pdf
Oermann, M. H., Gaberson, K. B., De Gagne, J. C.,& NPD-BC, C. N. E. (2024). Evaluation and testing in nursing education. Springer Publishing Company. https://books.google.com/books?hl=en&lr=&id=jPHbEAAAQBAJ&oi=fnd&pg=PP1&dq=Evaluation+and+testing+in+nursing+education.&ots=_M2s3SlJYd&sig=X19C5yM1bfa20-tmUhf1_AMH2Ek
Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students’ needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236. https://doi.org/10.1016/j.nedt.2019.104236
Pradhan, S., Jang, Y., Chauhan, H. (2024). Investigating effects of indoor temperature and lighting on university students’ learning performance considering sensation, comfort, and physiological responses, Building and Environment, Vol. 253. https://doi.org/10.1016/j.buildenv.2024.111346
Pozzi, F., Manganello, F., Passarelli, M., Persico, D.And Romagnoli, M., 2023 Collaborative Approaches in Online Nurse Education: A Systematic Literature Review, The Electronic Journal of e-Learning, 21(3), pp 121- 140. https://eric.ed.gov/?id=EJ1394893
Sallehuddin, M., Huzaidy, A. H., & Rosli, N. M. (2019). The relationship between stress, workload and time management towards academic performance among working postgraduate in Universiti Utara Malaysia (UUM). American International Journal of Business Management, 2(11), 45-55. https://www.aijbm.com/wp-content/uploads/2019/11/F2114555.pdf
Sartain, A. F., & Wright, V. H. (2021). The effects ofFrequent quizzing on exam scores in a baccalaureate nursing course. Nursing Education Perspectives, 42(1), 39-40. https://doi.org/10.1097/01.NEP.0000000000000623
Shirazi, F., & Heidari, S. (2019). The RelationshipBetween Critical Thinking Skills and Learning Styles and Academic Achievement of Nursing Students. The journal of nursing research : JNR, 27(4), e38. https://doi.org/10.1097/jnr.0000000000000307
Tanimura, C., Okuda, R., Tokushima, Y., Matsumoto,Y., Katou, S., Miyoshi, M., Oshima, A., Yoshimura, J., Fukada, M., Sasaki, K., Matsuura, H., & Ueki, M. (2023). Examining the reliability and validity of a self-regulated learning strategy scale for undergraduate nursing students and effective factors of self-regulated learning strategies. Nurse Education Today, 128, 105872. https://doi.org/10.1016/j.nedt.2023.105872
Umubyeyi, B., Babenko-Mould, Y., Hynie, M., Regan,S., Leipert, B. (2021). A “Co-CREATES” framework to foster a positive learning environment for nursing students’ professional development in Rwanda. Nurse Education in Practice, Vol. 53. https://doi.org/10.1016/j.nepr.2021.103053