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Document Type
Oral Presentation
Department
Nursing
Faculty Mentor
Debra J. Gillespie PhD, RN
Keywords
clinical instruction, phenomenology, nursing student
Abstract
Introduction: In mid-March 2020, hospitals ended student clinical rotations due to a shortage of personal protective equipment and to prevent student exposure to Covid-19. This meant the suspension of their medical-surgical clinical for third year nursing students, a pivotal clinical experience. This in person learning was replaced with a virtual, simulated clinical experience. Students in their medical-surgical clinical worked through 3-10 patients in the virtual environment under the guidance of a clinical instructor. The purpose of this study is to explore the lived experience of third year nursing students’ interruption of in-hospital clinical instruction due to the Covid-19 pandemic.
Design: Since little is known of this topic, a qualitative, phenomenological study has been chosen to investigate the students’ lived experience of how the Covid-19 pandemic impacted their clinical instruction. Methods: Ten third-year nursing students from USM participated in a semi-structured interview. Interviews were recorded via Zoom. Results: The interviews were transcribed verbatim and NVIVO software was used to code key words and phrases that were clustered to form themes. Analyzed data will be confirmed with participants for trustworthiness and reliability and common themes will be shared. Implications: Understanding the impact of interrupted clinical instruction on nursing students can help employers identify opportunities for enhanced training and offer schools of nursing insight into the experience of virtual simulation for clinical training.
The Lived Experiences of Student Nurses’ Altered Clinical due to the COVID-19 Pandemic - transcript
Open Access?
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The Lived Experiences of Student Nurses’ Altered Clinical due to the COVID-19 Pandemic
Introduction: In mid-March 2020, hospitals ended student clinical rotations due to a shortage of personal protective equipment and to prevent student exposure to Covid-19. This meant the suspension of their medical-surgical clinical for third year nursing students, a pivotal clinical experience. This in person learning was replaced with a virtual, simulated clinical experience. Students in their medical-surgical clinical worked through 3-10 patients in the virtual environment under the guidance of a clinical instructor. The purpose of this study is to explore the lived experience of third year nursing students’ interruption of in-hospital clinical instruction due to the Covid-19 pandemic.
Design: Since little is known of this topic, a qualitative, phenomenological study has been chosen to investigate the students’ lived experience of how the Covid-19 pandemic impacted their clinical instruction. Methods: Ten third-year nursing students from USM participated in a semi-structured interview. Interviews were recorded via Zoom. Results: The interviews were transcribed verbatim and NVIVO software was used to code key words and phrases that were clustered to form themes. Analyzed data will be confirmed with participants for trustworthiness and reliability and common themes will be shared. Implications: Understanding the impact of interrupted clinical instruction on nursing students can help employers identify opportunities for enhanced training and offer schools of nursing insight into the experience of virtual simulation for clinical training.
