Danish University Colleges
Nursing students’ experiences of professional patient care encounters in a hospital unit.
A systematic review
Kaldal, Maiken Holm; Kristiansen, Jette; Uhrenfeldt, Lisbeth
Publication date:
2016
Document Version Peer reviewed version Link to publication
Citation for pulished version (APA):
Kaldal, M. H., Kristiansen, J., & Uhrenfeldt, L. (2016). Nursing students’ experiences of professional patient care encounters in a hospital unit. A systematic review. Poster session presented at Nordic Conference in Nursing Research 2016, Stockholm, Sweden.
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AIM
To identify, appraise and synthesize the best available evidence exploring nursing students’
experiences of professional patient care encounters in a hospital unit.
More specific calling:
Maiken Holm Kaldal RN, BA, MScN
School of Nursing, Health Studies, University College of Northern, Denmark, Aalborg, Denmark
Jette Kristiansen RN, MLP
School of Nursing, Health Studies University College of Northern, Denmark, Aalborg, Denmark
Lisbeth Uhrenfeldt RN, BA, MScN, PhD
Department of Health Science and Technology, Aalborg University, Aalborg, Denmark
A systematic review:
Nursing students’ experiences of professional patient care encounters in a hospital unit.
METHOD
A systematic review following the reviewer’s manual from The Joanna Briggs Institute (JBI) was used.
THE FIRST STEP was the search for evidence-based literature to identify the topic of the review though a preliminary search of PubMed and CINAHL. Once, the topic was identified, a focused, answerable question was developed and specified in detail in the review
objective section of the systematic review protocol. To
guide the structuring of the systematic review questions;
a mnemonic for qualitative reviews was developed to identify the key aspects (table 1).
BACKGROUND
In a hospital unit the learning environment presents obstacles that may leave the nursing students with
feelings of nervousness and concerns when they enter into relationships with patients during their clinical
periods. Understanding the students’ experiences is appreciated in supporting students to overcome challenges and fulfill expectations concerning future clinical competences and to prevent student attrition.
CONCLUSION
Evidence is prepared on the nursing students’
experiences of professional patient care encounters in a hospital unit as an approach to preparing and guiding nursing students through their clinical periods. The
results of this systematic review may be relevant for
clinical instructors in a hospital unit, teachers in nursing schools and student counselors involved in the education.
THE SECOND STEP consisted of a systematic search for published and unpublished qualitative studies using 23 keywords carried out in: PubMed, CINAHL, ERIC, TRIP, Academic Search Premier, Mednar, Google Scholar,
ProQuest, OpenGrey and relevant websites. To determine the inclusion of studies the PRISMA flow diagram was
used (figure 2).
THE THIRD STEP included two reviewers critically appraisal of eight studies through the JBI Qualitative
Assessment and Review Instrument (QARI) prior inclusion of studies; in addition, data were extracted using QARI.
The critically appraisal led the inclusion of four studies, representing the experiences of 73 participants from four different countries: Canada, The United States, Taiwan
and Sweden.
THE FOURTH STEP consisted aggregation and
categorizing of the qualitative findings aiming for a meta- synthesis. Six themes based on 19 subthemes and 37
findings emerged to how nursing students describe their experiences of professional patient care encounters in a hospital unit (figure 3).
How do nursing students
describe their experiences of professional patient care in a hospital unit?
What kinds of experiences do nursing students
identify in professional patient care encounters?
Types of participants Types of phenomena of interest
Types of contexts
This review will consider studies that include
nursing students
independently of the level of their clinical period.
This review will
consider studies that investigate nursing
students' experiences of professional patient care encounters.
This review will consider studies that investigate the clinical education in a hospital unit
Table 1. PICo Figure 2. PRISMA flow chart of inclusion process
Records identified through database searching (n = 351)
Additional records identified through other sources (n = 543)
Records after duplicates removed (n = 678)
Full-text articles assessed for eligibility (n=16)
Studies included via reference lists
and cited citation (n=1)
Studies included in qualitative synthesis (n = 8)
Full-text articles excluded (n=9)
Studies included in qualitative synthesis (meta-synthesis) (n = 4)
Full-text articles excluded after critical appraisal
(n=4)
IdentificationScreeningEligibilityIncluded
Funding: This poster was funded by grants from Det Obelske Familiefond Figure 1. The process of
the systematic review
Data extraction and meta-aggregation
Critical appraisal
JBI Qualitative Assessment and Review Instrument (QARI)
Systematic search for evidence-based litterature.
Determining study inclusion Preliminary investigation Inititial search for evidence
based litterature - Protocol development
Figure 3. Preliminary results
Impact on self
• Fear
• Anxiety
• Emotional impact
• Vulnerability
Lost in the clinical setting
• Responsibility and liability
• Lack of control
• Lack of knowledge
• Inadequacy
Intimacy
• The importance of physical contact
• Psychological impact
• Personal boundaries
Conflict aversion
• Keep the patient happy
• Negotiating evidence
Empathy as port of entry
• Uses close relati- ves as keys to the empathic feeling
• Imagination
• Emotional distress
Self-affirmation
• Being useful
• Feeling good
• Self-sacrifice
