@article{10.11648/j.ajns.20190801.11,
  author = {Iman Abdullah Mohammed Abdulmutalib and Naglaa Abdelaziz Mahmoud El Seesy and Shadia Abdallah Hassan Yousuf},
  title = {Nursing Students' Opinions on Facilitating and Hindering Factors in the Clinical Training Setting},
  journal = {American Journal of Nursing Science},
  volume = {8},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.ajns.20190801.11},
  url = {https://doi.org/10.11648/j.ajns.20190801.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20190801.11},
  abstract = {Clinical training for nursing students is essential in any nursing program because nursing is a discipline that requires students to apply theoretical knowledge into clinical training setting and acquire various skills to enhance their performance. The study aimed to identify nursing students’ opinions on facilitating and hindering factors in the clinical training setting. A descriptive cross-sectional design was used. The study was conducted in the Faculty of Nursing King Abdulaziz University on 86 student nurses enrolled in 2nd, 3rd, and 4th year. The tool was developed by the researchers and consists of two parts: Part I: Demographic characteristics. Part II: This part includes 42 items, 15 items related to facilitating factors and 27 items hindering factors. The study results showed that there was a statistically significant difference among all three academic years of the student nurses regarding common hindering factors named patient’s morning care, difficulty in being initiative or not being self-reliant, feeling of not being treated seriously/receiving condescending comments from the supervisor, and insufficient supervision or supervisors irritated or not interested. While no statistically significant difference among all three academic years of the student nurses opinions in relation to the common facilitating factors. Conclusions: The common facilitating factors among all students in the present study were patient family cooperation help me to be more confident, having opportunities to practice different tasks gives confidence, more practice makes learning from mistakes, being receiving feedback gives self-confidence, having a good collaboration with staff gives the confidence to ask questions or show weakness, and working with another student-helped make the work and care of the client go smoothly. Furthermore, the common  hindering factors among all students were fear of making mistakes, evaluation by faculty, patient’s morning care, lack of time to accomplish the required tasks, difficulty in being initiative or not being self-reliant, receiving condescending comments from the supervisor, and insufficient supervision and supervisors not interested. Recommendations: Develop an organized supervision system, through specialized clinical supervisors, and assigned preceptors from the hospital to help the students in the clinical training. Develop a standardized evaluation form to support and fair evaluation. Prepare the students before direct contact with the patients, through attending simulation training to minimize mistakes when contact with the patients in the clinical setting.},
 year = {2019}
}

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TY  - JOUR
T1  - Nursing Students' Opinions on Facilitating and Hindering Factors in the Clinical Training Setting
AU  - Iman Abdullah Mohammed Abdulmutalib
AU  - Naglaa Abdelaziz Mahmoud El Seesy
AU  - Shadia Abdallah Hassan Yousuf
Y1  - 2019/01/19
PY  - 2019
N1  - https://doi.org/10.11648/j.ajns.20190801.11
DO  - 10.11648/j.ajns.20190801.11
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20190801.11
AB  - Clinical training for nursing students is essential in any nursing program because nursing is a discipline that requires students to apply theoretical knowledge into clinical training setting and acquire various skills to enhance their performance. The study aimed to identify nursing students’ opinions on facilitating and hindering factors in the clinical training setting. A descriptive cross-sectional design was used. The study was conducted in the Faculty of Nursing King Abdulaziz University on 86 student nurses enrolled in 2nd, 3rd, and 4th year. The tool was developed by the researchers and consists of two parts: Part I: Demographic characteristics. Part II: This part includes 42 items, 15 items related to facilitating factors and 27 items hindering factors. The study results showed that there was a statistically significant difference among all three academic years of the student nurses regarding common hindering factors named patient’s morning care, difficulty in being initiative or not being self-reliant, feeling of not being treated seriously/receiving condescending comments from the supervisor, and insufficient supervision or supervisors irritated or not interested. While no statistically significant difference among all three academic years of the student nurses opinions in relation to the common facilitating factors. Conclusions: The common facilitating factors among all students in the present study were patient family cooperation help me to be more confident, having opportunities to practice different tasks gives confidence, more practice makes learning from mistakes, being receiving feedback gives self-confidence, having a good collaboration with staff gives the confidence to ask questions or show weakness, and working with another student-helped make the work and care of the client go smoothly. Furthermore, the common  hindering factors among all students were fear of making mistakes, evaluation by faculty, patient’s morning care, lack of time to accomplish the required tasks, difficulty in being initiative or not being self-reliant, receiving condescending comments from the supervisor, and insufficient supervision and supervisors not interested. Recommendations: Develop an organized supervision system, through specialized clinical supervisors, and assigned preceptors from the hospital to help the students in the clinical training. Develop a standardized evaluation form to support and fair evaluation. Prepare the students before direct contact with the patients, through attending simulation training to minimize mistakes when contact with the patients in the clinical setting.
VL  - 8
IS  - 1
ER  - 

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