Nursing is a practice based profession that is built on theoretical knowledge, both of which gained through nursing education program. Clinical learning environment component has a great role in ...providing students with professional abilities by combining cognitive, psychomotor and affective skills. Evidences have identified clinical learning environment as one of the key factor to achieve the desired out comes. Students often face challenges during the courses of clinical learning, which may affect their competence. The aim was to explore challenges faced by nursing students in clinical learning environment.
An exploratory approach qualitative method was used in Addis Ababa University, Department of Nursing in January 2018. Semi-structured data collection tool was designed to gather information from students. Final year nursing students were purposively selected and interviewed about their experiences and challenges they faced in the clinical learning environment during their stay in the school. Data was audio record, verbatim transcribed, condensed, coded and analyzed based on content analysis. The data was peer reviewed to ensure its trustworthiness.
The participants consisted of nine nursing students, five males and four females aged between 22 and 24 years were involved. Three major themes including Theme 1: learner’s non-readiness, Theme 2: insufficient clinical supervision and Theme 3: unsupportive clinical environment were emerged.
proper preparation of students, good selection of ideal clinical environment that fulfill the objective and adequate coaching, guidance and supervision may be necessary to enhance quality education and to produce competent nurse professionals.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Aim
The aim of this study was to report an analysis of the clinical learning environment concept.
Background
Nursing students are evaluated in clinical learning environments where skills and ...knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice.
Design
The clinical learning environment was investigated using Walker and Avant's concept analysis method.
Data sources
A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer‐reviewed journals between 1995–2014.
Methods
All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept.
Results
The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self‐confidence.
Conclusion
With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK, VSZLJ
Background: This study sought to investigate whether different physical function tests (objective measures of physical performance) may identify a low physical resilience in breast cancer survivors ...(BCS). Methods: This analytical cross-sectional study evaluated 146 BCS and 69 age-matched women without breast cancer history. The different times after the end of treatment were used as criteria for group division. Participants were divided into four groups: control (CT: n = 69–women without breast cancer history); <1.0 years after the end of treatment (<1 YAT: n = 60); 1–3.9 years after the end of treatment (1–3.9 YAT: n = 45); and ≥4 years after the end of treatment (>4 YAT: n = 41). Physical function was evaluated by 4 m walk test (4-MWT), five-times-sit-to-stand test (FTSST), timed up and go test (TUG), and short physical performance battery (SPPB). Age, menopausal status, smoking, number of medications, level of physical activity, body mass index, and muscle strength were used as confounding variables in ANCOVA. Results: All groups that underwent cancer treatment (<1 YAT, 1–3.9 YAT and ≥4 YAT) had lower physical performance (p < 0.001) identified by 4 MWT, TUG, and FTSST when compared to the CT group. For the SPPB, the <1 YAT and ≥4 YAT groups had lower performance (p = 0.005) when compared to the CT. Conclusions: The different physical function tests can be used to identify a low physical resilience in BCS.
Microplastics (MPs) have been detected in various human tissues, including the liver, placenta, and blood. However, studies about MPs in the human locomotor system are limited. This study evaluated ...the presence of MPs in the synovium of 45 patients undergoing hip or knee arthroplasty using micro-Fourier transform infrared spectroscopy, scanning electron microscopy, and Raman microscopy and investigated their association with clinical indicators and local cellular responses. A total of 343 MPs of nine common types were identified, with a mean abundance of 5.24 ± 2.07 particles/g and ranging from 1.16 to 10.77 particles/g. Although there was no clear correlation between MP abundance and demographics, MP abundance was higher in hip samples than in knee samples. In addition, a potential association was observed between MP abundance and specific clinical diagnoses. Transcriptomic analysis revealed that a three-fold increase in MP abundance corresponded to enhanced local cellular stress responses, particularly heat shock protein reactions. Our findings demonstrate the presence of MPs in human joints and suggest that further studies are needed to explore the intricate associations between MPs and anatomical location, clinical diagnosis, and local cellular responses.
While concerns about MPs are growing, there's still not enough data on human internal exposure levels or their potential health risks. Our study identified and analyzed a substantial quantity of MPs within synovial samples, thus offering initial evidence of plausible correlations between the MP abundance and anatomical location, clinical diagnoses and local cellular responses in human subjects. These findings urge researchers to further evaluate the MP exposure levels at different anatomical sites and to explore the human health implications at concentrations that reflect environmental exposure, so as to advance our comprehension of human-MP interactions.
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•Microplastic abundance in human synovium was 5.24 ± 2.07 particles/g.•Nine types of polymers were identified.•Microplastic abundances were related to anatomical location and diagnosis.•Increased microplastic levels were related to enhanced cellular stress response.•Actual accumulated microplastics can affect human health.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Antibiotics in the environment represent a significant threat to global public health. Ciprofloxacin (CIP) is one of the second generation groups of synthetic fluoroquinolones and the most widely ...used antibiotics worldwide. The current work aimed to review and analyze the current methods used for eliminating CIP and identify the approaches for more advanced technologies that could provide more removal efficiency for CIP removal from the non-clinical environment. The VOSviewer software tool was used to build and visualize bibliometric networks by creating a map based on bibliographic data for keywords and most countries published on the CIP removal from the Scopus database. The present review analyses the sustainable methods for removing CIP from the non-clinical environment and highlights the most efficient techniques used to remove CIP. The adsorption process of CIP is highly efficient, with a removal percentage of 95%. The microbial electrolysis ultraviolet cell (MEUC) procedure removed 100% of CIP. The degradation of CIP by UV/H2O2/O3 and its sub-processes increased the degradation of CIP from 41.2% to 98.5%. The photocatalytic degradation exhibit 92.81% removal of CIP from wastewater samples. The three-dimensional (3D) porous graphene has excellent adsorption properties to eliminate CIP by 93% in water purification. Each method has advantages and disadvantages based on price, time and presence of toxic by-products. This review is expected to serve as a base for recent research and assist researchers in developing alternative CIP treatment approaches with more efficient removal methods.
•Antibiotics is one of the serious environmental concerns.•The adsorption and biodegradation are the two major removal pathways for CIP.•Degradation of CIP by different advanced oxidation processes (AOP) systems is an effective method.•Photocatalytic degradation with catalysts can achieve 100% CIP removal from wastewater.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
6.
Health after childbirth Hofmeyr, G. Justus
Case reports in women's health,
6/2024
Journal Article
Peer reviewed
Open access
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of ...clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments.
A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T).
Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years.
The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.
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IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, UL, UM, UPUK, VSZLJ
BACKGROUND: University nursing tutoring from clinical nurses is an essential and necessary component in supporting students to be successful in curricular activities in support of classroom learning. ...The aim of this study was to describe the experience of the nurse involved in clinical tutoring of students in the Bachelor of Science in Nursing course at an Italian university. METHODS: A survey questionnaire created on the basis of a literature review was sent to all nurses involved in clinical tutoring within the ASL Bt. RESULTS: 67.44% reported that they had never received any kind of specific training despite the fact that 92.51% considered it essential for the correct performance of the role. 82.13% believe that this activity is not adequately valued CONCLUSIONS: The results obtained represent beginning of an educational pathway aimed at standardising the training processes of the clinical tutor, oriented towards improving the learning pathway of the future nursing class.
BACKGROUND: University nursing tutoring from clinical nurses is an essential and necessary component in supporting students to be successful in curricular activities in support of classroom learning. ...The aim of this study was to describe the experience of the nurse involved in clinical tutoring of students in the Bachelor of Science in Nursing course at an Italian university. METHODS: A survey questionnaire created on the basis of a literature review was sent to all nurses involved in clinical tutoring within the ASL Bt. RESULTS: 67.44% reported that they had never received any kind of specific training despite the fact that 92.51% considered it essential for the correct performance of the role. 82.13% believe that this activity is not adequately valued CONCLUSIONS: The results obtained represent beginning of an educational pathway aimed at standardising the training processes of the clinical tutor, oriented towards improving the learning pathway of the future nursing class.
Introducción: La COVID-19 impulsó el desarrollo de estrategias alternativas para la enseñanza de habilidades clínicas. La telesimulación utiliza los recursos de un centro de simulación y las ...telecomunicaciones para proporcionar entornos de aprendizaje en sitios distantes. En la Facultad de Medicina de la Universidad Westhill se diseñaron prácticas con telesimulación para desarrollar habilidades clínicas en estudiantes de medicina.
Objetivo: Conocer la satisfacción de los estudiantes con un programa para desarrollar habilidades clínicas con telesimulación.
Método: Estudio descriptivo y transversal a través de una encuesta que fue respondida de forma voluntaria y anónima por los estudiantes de medicina que participaron en un programa de telesimulación de septiembre 2020 a septiembre 2021. La encuesta fue diseñada con base en la “Satisfaction with Simulation Experience Scale”. El cuestionario se envió a 225 estudiantes a través de Google FormsMR para medir su satisfacción con el programa.
Resultados: 143 estudiantes respondieron la encuesta. En una escala tipo Likert de 1 a 5, la satisfacción de los estudiantes fue de 3.89 ± 1.21. El 80% afirmó que logró participar activamente con la atención de un paciente estandarizado durante la telesimulación. El 76% dijo que la exploración física, presentada mediante recursos multimedia y telemedicina, fue suficiente para integrar el diagnóstico. El 69% estuvo de acuerdo en que la telesimulación complementa adecuadamente las rotaciones en entornos clínicos reales (áreas de hospitalización, consultorios, hospitales, quirófanos, salas de urgencias, etc.).
Conclusiones: La telesimulación es una buena experiencia educativa, es bien recibida por los estudiantes y puede ser una herramienta eficaz para el desarrollo de algunas habilidades clínicas.
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