Download Rajiv Gandhi University of Health Sciences, Karnataka

Rajiv Gandhi University of Health Sciences, Karnataka
Bangalore
Annexure II
SYNOPSIS PROFORMA FOR REGISTRATION OF SUBJECT FOR
DISSERTATION
1
Name of the candidate and NEETHU ANN KOSHY
address
1ST YEAR MSc NURSING,
FATHER MULLER COLLEGE OF NURSING,
KANKANADY, MANGALORE- 575002
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Name of the institution
FATHER MULLER COLLEGE OF NURSING
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Course of study and subject
MSc NURSING
MEDICAL SURGICAL NURSING
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Date of admission to course
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Title of the topic
JUNE 1st 2013
STAFF AND STUDENT NURSES EXPECTATION AND PERCEPTION OF STUDENT
CONTRIBUTION IN THE CLINICAL SETTING.
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6. BRIEF RESUME OF THE INTENDED WORK
6.1 Need for the study:
The clinical environment is a learning environment where students are socialised into
the profession. The clinical environment offers students opportunity to develop skills
necessary for nursing practice. For staff nurses, clinical environment is a work environment.
In this work environment the staff nurses who work with student nurses have the
responsibility of being a role model for the student nurses. Students have to be treated as
novice nurses and enhance their knowledge and skill so as to make their work environment
more conducive1.
The quality of clinical education provided by nursing instructors and supports that
students receive from clinical personnel is the most influential factors in clinical learning of
nursing students.2
Staff nurses assign patients to student nurses and often relinquish patient care. They
demand work from the student nurses as equal as skilful. The understanding of student in
experiences and the challenges they face within the clinical setting is essential in identifying
the kind of support they require in order to cope well and to develop their skills. The students
overall perception of work with the staff nurse in the units they are working widely vary. So,
it is important to understand the expectations and perceptions of staff and student nurses.3
In researcher’s experience, it has been found that, a lot of disparity among the staff
nurses and student nurses in terms of expectation and perception. Hence felt the need for the
study.
6.2 Review of literature:
A literature review is a critical and an evaluative summary of the themes, issues and
arguments of a specific clearly defined research topic obtained from the published (and
unpublished) literature.4
An extensive review of research and non research literature relevant to the study was
undertaken to develop deeper insight into the problem and to build the foundation of the
study.
2
An exploratory study was conducted in Montana with a purpose to examine the
perceptions of nursing students working with staff nurses during their clinical educational
experiences and to develop a resource for staff nurses that outlined the expectations of a
mentor working with nursing students. The data was collected from 120 nursing students
(juniors and seniors) through a structured questionnaire. Descriptive statistics were used for
analysis of data. Analysis of the qualitative data was done using basic content analysis
looking for themes, patterns, or trends in the written comments on the questionnaires. The
quantitative data revealed that the two areas such as friendliness and approachableness were
highest rated by both juniors and seniors. Another result was that the mean scores increased
as the student advanced from the junior to the senior level. Analysis of the qualitative data
identified two themes, an environment in which caring behaviours such as friendliness,
approachability, willingness to teach were dominant and an environment where negative
behaviours such as rudeness, unwilling to teach, unprofessional, and difficult to deal were
dominant.5
A descriptive study was conducted in USA with an aim to explore the benefits and
limitations of undergraduate students in clinical settings. A 54 item questionnaire was
administered to 84 staff nurses and the data revealed the perception with which staff nurses
agreed upon that student nurses were eager to learn, willing to help and serving their time.
The study also disclosed that the students are often judged on their assertiveness skills and
should offer assistance so they appear eager to learn. Faculty must ascertain that students
understand their objectives for the clinical rotation and share those objectives with the staff
nurses to enhance their learning experience.6
An exploratory descriptive study was conducted through qualitative approach. The
aim of the study was to raise awareness of the significance of the clinical learning
environment and identify positive and/or negative factors influencing within the clinical
learning environment. Data was collected from 10 subjects using open ended questionnaire.
The data was analysed using Thomas general inductive approach. The results revealed that
the student nurses’ perceptions toward learning in the clinical learning environment
demonstrated the significance of positive and negative elements within the same. The four
main positive themes were preceptorship, responsibility/trust, reflection, and different
perspectives. The perception of decreased confidence levels of nurses around students was
the main negative theme. Results showed student nurses wanted responsibility and trust from
nurses, instructors, and patients. Students viewed increased responsibility as a confidence
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builder. Students wanted preceptors “who understand the level students are at; and are able,
and willing, to provide regular feed- back regarding the student’s performance”.7
A phenomenological qualitative study was conducted in Louisiana state of USA to
describe the lived experience of nurses who work with baccalaureate student nurses in acute
care clinical environment. The data was collected by one time in depth semi structured
informal audio taped interviews from 10 staff nurses. Data analysed by using modified Van
Kaam method. Findings from the study revealed that nursing education and services should
establish more effective communication between staff nurses by providing them with job
descriptions and role expectations while working with students. Staff nurses also need to be
informed of the students learning objectives and competencies. Also staff nurses needed to be
educated about their legal liabilities and responsibilities when working with students.
Students should also be informed of their legal responsibility for nursing practice before
attending a clinical course.8
A qualitative descriptive study was conducted in Canada with an objective to describe
events that influence undergraduate nursing students’ sense of belonging during a rural
hospital preceptorship and to explore their meaning. The result revealed that the clinical
environment that includes everyone who interacts with the student has the potential to
positively or negatively influence students' sense of belonging. Tension developed when
students' expectations of their preceptor, nurses, and other professional team members did not
coincide with the reality of the everyday clinical environment. Only when the differences
between themselves and the registered nurses they worked with on daily basis were
minimized did the participants in this study feel as if they belonged to the community of
professional nurses.9
A descriptive exploratory study was conducted in UK to explore the role of mentor in
contemporary nursing practice. Data were collected using an online survey questionnaire of
pre qualifying students and a postal questionnaire for practice mentors through two phases- a
total of 160 samples. Phase 1 included a semi structured interview and a survey of pre
qualifying students through a self administered questionnaire. Phase 2 involved a survey of
academics, practice mentors and prequalifying students. The findings highlight the
importance of mentorship for prequalifying students and emphasise the need to provide
mentors with adequate preparation and support. They highlight improvements in bridging the
gap between rhetoric and reality for mentorship. Results are further strengthened when
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compared with those of the second study.10
6.3 Statement of the problem:
“A comparative study to assess the staff and student nurses expectations and perception of
student contribution in clinical settings in a selected hospital at Mangalore”.
6.4 Objectives of the study:
1. To determine the expectations and perceptions of staff and student nurses on student
nurses’ contribution in clinical setting
2. To compare the expectation and perception of staff and student nurses on the student
nurses contribution.
3. To find association between perception and selected demographic variables-ward,
course, year of study and experience.
6.5 Operational definitions:
Expectations: In this study expectation means vigilant observation for actions to
occur by student nurses in the clinical setting during direct/ indirect patient care and
maintenance of clinical environment.
Perception: In this study it is a way in which staff and student nurses interpret in
terms of completion of patient care and maintenance of clinical environment.
Staff Nurse: A registered nurse who is working with students in the clinical settings.
Student Nurse: A student nurse is a final year Baccalaureate or Diploma nursing
student.
Student contribution: In this study it refers to the active participation of students in
direct/ indirect patient care and maintenance of clinical environment.
6.6 Assumptions:
1. The staff nurses and student have some expectation regarding student contribution in
the clinical setting.
2. Perception is measurable.
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6.7 Delimitations:
The study is limited to staff nurses and final year Baccalaureate and Diploma nursing
students of selected hospital and nursing institutions in Mangalore.
6.8 Hypothesis:
H1: There will be a significant difference between the level of expectation and perception of
staff nurses on student contribution.
H2: There will be a significant association between perception and selected demographic
variables.
7. MATERIALS AND METHODS
7.1 Source of data
7.1.1 Research design: Exploratory comparative design.
7.1.2 Setting: Father Muller College of Nursing and Father Muller Medical College Hospital.
7.1.3 Population: Final year Baccalaureate and Diploma nursing students and staff nurses
working in the hospital comprises the population.
7.2 Method of data collection
7.2.1 Sampling procedure: Simple random sampling
7.2.2 Sample size:
 Staff nurses - 80
 Student nurses - 80
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7.2.3 Inclusion criteria:
1. Staff nurses working with students in minimum 6 months time.
2. Student nurses of final year BSc and Diploma nursing who have had clinical exposure
in their parent hospital.
7.2.4 Exclusion criteria:
Staff nurses with administrative capacity working in the ward.
7.2.5 Instrument intended to be used:
Tool 1: Demographic variables.
Tool 2: Expectation checklist
Tool 3: Perception scale
7.2.6 Data collection methods:
The study will be conducted in Father Muller Medical College Hospital and College of
Nursing. Prior to the study permission will be taken from the institutional head. Informed
consent will be obtained from the subjects. Baseline proforma of the randomly selected
student and staff nurses will be collected. An expectation checklist will be administered to the
staff nurses & student nurses and then a perception scale for the same subjects.
7.2.7 Data analysis plan:
Collected data will be analysed using descriptive and inferential analysis.
Descriptive Statistics: tables, graphs, mean, median and standard deviation.
Inferential Statistics: Chi square, Karl Pearson correlation coefficient will be used to find the
correlation.
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7.3 Does the study require any investigation or interventions to be conducted on
patients or other humans or animals? If so please describe briefly
Yes. Perception scale and Expectation checklist will be distributed to the staff nurses
and student nurses to understand their expectation and perception on student contribution in
clinical setting.
7.4 Has ethical clearance been obtained from your institute in case of 7.3?
Yes.
8. LIST OF REFERENCES
1. Buante S, Gabate GM, Galla MR, Maneje S, Paje CJ, Pradia DL. Experiences of student
nurses interaction with the staff nurses during clinical duty. Liceo de Cagayan University;
UK. 2002
2. Windsor A. Nursing students perception of clinical experience. J Nurs educ. 1987 Jun;
26(4): 150-4.
Available form: http://www.ncbi.nlm.nih.gov/pubmed/3035128.
3. Rahmani A, Zamanzadeh V, Abdullah F, Lotfi M, Bani S, Hassanpour S. Clinical
learning environment in viewpoint of nursing students in Tabriz University of Medical
Sciences. Iran J Nurs Midwifery Res. 2011 April (cited 2013 September); 16(3): 253–256.
Available from: http://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/469
4. URL: http://iskillzone.uwe.ac.uk/RenderPages/RenderConstellation.
5. Jones SH. Nursing students’ perceptions of working with staff nurses. [Dissertation].
Montana: Montana State University; 2012.
6. Slaughter SC, Helms JE, Burris R. Nursing staff perceptions of student contributions in
clinical settings. J Nurs Educ. 2012 Jan (cited on 2013 August); 51(1):54-7.
Available from: http://www.healio.com/nursing/journals/jne/nursing-staff-perceptions-ofstudent-contributions-in-clinical-settings
7. Koontz AM, Mallory JL, Burns JA, Chapman S. Staff nurses and students: the good, the
bad, and the ugly. Medsurg Nurs. 2010 Jul-Aug; 19(4):240-4, 246.
Available from: http://www.ncbi.nlm.nih.gov/pubmed/20860251
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8. Hathorn DC. The lived experience of nurses working with student nurses in the acute
care clinical environment [Dissertation]. Louisiana: Louisiana State University and
Agricultural and Mechanical College; 2006.
Available
from:
http://etd.lsu.edu/docs/available/etd-10062006-153636/
unrestricted/
Hathorn_dis.pdf
9. Sedgwick MG, Rougeau J. Points of tension: a qualitative descriptive study of
significant events that influence undergraduate nursing students' sense of belonging. Rural
Remote Health. 2010 Oct-Dec;10 (4):1569.
10. Myall M, Levett JT, Judith LJ. Mentorship in contemporary practice: the experiences
of nursing students and practice mentors [Dissertation]. England: University College
London; 2008.
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Signature of candidate
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Remarks of the Guide
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Name and designation of
Seen & accepted
Mrs. Bridget D’Silva, MSc (N)
11.1 Guide
Associate Professor
Department of Medical Surgical Nursing
Father Muller College Of Nursing
Mangalore
11.2 Signature
11.3
Head
of
the Prof. Victoria D’Almeida, MSc (N)
department
HOD, Department of Medical Surgical Nursing
Father Muller College Of Nursing
Mangalore
11.4 Signature
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12.1
Remarks
of
the
Chairman/ Principal
12.2 Signature
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