Review
BibTex RIS Cite

The Role And Importance Of Clinical Education In Nursing

Year 2017, , 33 - 36, 31.01.2017

Nursel Vatansever , Kader Mert

https://doi.org/10.30934/kusbed.359243

Abstract

Nursing education consists of theoretical and practical components. The foundation of nursing education is that providing competency of theoretical knowledge and skills. Clinical education is complementary of nursing education and one of the most important parts of nursing education. The main thing in effective education is ability of students to put knowledge which gained from theoretical lessons into practice. Clinical education must include exposing lack of knowledge and skills, exploring and using new information, initiating and managing change. In this article, clinical education in nursing was discussed in general factors effecting clinical education, the recommendations were given.

Keywords

Nursing education clinical education

References

  • Görgülü, S. Expectations of the academic staff members of the Students in Clinical Practice, Journal of Hacettepe University Faculty of Nursing, 2001; 8(1):1-13.
  • Ay F.Alternative Tools Used in Nursing Education: Portfolio, Journal of Fırat Health Services, 2007; 2 (4): 58-68.
  • Karaöz S. Overview Clinical Evaluation of Nursing Education: Challenges and Recommendations, Dokuz Eylül University School of Nursing Electronic Journal, 2013; 6(3): 149-158.
  • Uyar G. Clinic Education in Nursing, Hatipoğlu Publishing, Ankara, 1992.
  • Sullivan R., Magarick R., Bergthold G., Blouse A., Mclntosh N. Skills Training Guide for Medical Educators (N. Sahin, Trans.), Hacettepe Public Health Foundation, Ankara, 1999.
  • Karaöz S. General View of Clinical education in nursing and recommendations for effective Clinical education, Journal of Nursing Research Development, 2003; (1): 15-21.
  • Erdemir, F. Nurse's Role and Functions of Philosophy and Nursing Education, C.U. Nursing Journal, 1998; 2(1): 59-63.
  • Senemoğlu N. Development of Learning and Teaching from Theory to Practice, Gazi Publishing, Ankara, 2002.
  • Sönmez V. Teacher Handbook for Curriculum Development, 9. baskı, Anı Publishing, Ankara, 2001.
  • Tonham R.F.S., Costa G.C.M., Hamamoto G.C., Francisco M.A., Moreira M.M., Gomes R. Competency-based training in nursing: Limits and Possibilities, Rev. Esc. Enform. USP, 48 (ESP2), 2014; s.213-220.
  • Kaya H., Akçin E. Learning Styles / Styles and Nursing Education, C.U. Nursing Jounal, 2002; 6(2): 31-35.
  • Branch T.W. Teaching Professional and Humanistic Values: Suggestion for a Practical and Theoretical Model, Patient Educating and Counseling, 2015; (98):162-167.
  • Flott, E.A. Linden, L.The clinical learning environment in nursing education: a concept analysis, Journal of Advanced Nursing, 2016; 72(3): 501-513.
  • Elliott M. (2002) The Clinical Environment: A Source of Stress for Undergraduate Nurses, Australian Journal of Advanced Nursing, 2002; (2)1: 34-38.
  • Kaymakçı Ş., Yavuz M., Demir F., Candan Y., Coşkun İ., Toprak E., Dramalı A.Determination of opinions of students about the implementation of the surgical nursing disease course, First International & V. International Congress of National Nursing Education Book, 2001; s. 369-372.
  • Aytekin S.,Özer G.F.,Beydağ D.K.Difficulties Encountered in Clinical Practice of Denizli Health School Students, Journal of Fırat Health Services, 2009; 4 (10): 137-149.
  • Papathanasiou, J.V., Tsaras, K. Sarafis, P. Views and perceptions of nursing students on their clinical learning environment: Teaching and learning, Nurse Education Today, 2014; (34): 57-60.
  • Esmaeili, M.,Cheraghi, M.A., Salsali, M., Ghiyasvandian, S. Nursing students’expectations regarding effective clinical education: A qualitative study, International Journal of Nursing Practice, 2014; (20): 460-467.
  • Yazıcı S., Eti Aslan F. Guests have the eyes of Clinical: nurses in nursing education applications, ideas for students and faculty, IV. National Nursing Education Symposium "International participation" Book, p.289-296, 1997.
  • Dahlke S., Baumbusch J., Affleck F., Kwon J. Y. The Clinical Instructor Role in Nursing Education: A Structured Literature Review, Journal of Nursing Education, 2012; 51(10): 1-5.
  • Karadağ G., Uçan Ö. Nursing Education and Quality, Journal of Fırat Health Services, 2006; 1(3): 42-51.
  • Bahçecik N., Alper-Ecevit Ş., Yazıcı Z., Ertin H. Training of Marmara University School of Nursing Students about expectations and IV. National Nursing Education Symposium Proceedings, Book, 1997; s. 24-29.
  • Erdemir F., Ak B., Aytur T., Erol A., Uslubaş B. Evaluation of the Effect of Clinical Teaching Instructor, IV. National Nursing Education Symposium "International participation" Book, 1997, s. 270-277.
  • Akyüz A, Tosun N., Yıldız D., Kılıç A. Reflection of the Nurses on their Responsibilities and the Students’ Working System During Clinical Teaching, TAF Preventive Medicine Bulletin, 2007; 6(6): 459-464.
  • Gökdoğan F., Çıtak N., Karahan A.The opinions of nursing students about implementation and Instructor, First International Nursing Education & Fifth National Congress Book, 2001; s.155-158.
  • Olgun N., Yazıcı S., Aslan F., Bektaş G. To create wanted application area for nursing students : The opinions of academics, clinicians and students to build a bridge between school and application area, IV. National Nursing Education Symposium Proceedings, Book, 1997; s. 47-55,
  • Gaberson B. K., Oermann H. M. Clinical Teaching Strategies in Nursing, Second Edition, Springer Publishing Company, Newyork, 2007.
  • Tosun N., Oflaz F., Akyüz A., Kaya T., Yava A., Yıldız D., Albayrak N. Evaluation of the expectations of nursing school students from the intern education program and of their acquisitions and suggestions at the end of the program, Gülhane Medical Journal, 2008; (50):164-171.
  • Démeh, W., Rosengren, K. The visualisation of clinical leadership in the content of nursing education- Aqualitative study of nursing students’experiences, Nurse Education Today, 2015; (35): 888-893.
  • Ironside,P.M., McNelis, A.M.,Ebright,P. Clinical education in nursing: Rethinking learning in practice settings, Nursing Outlook, 2014; 62(3):185-191.

Hemşirelikte Klinik Eğitimin Yeri Ve Önemi

Year 2017, , 33 - 36, 31.01.2017

Nursel Vatansever , Kader Mert

https://doi.org/10.30934/kusbed.359243

Abstract

Hemşirelik eğitimi, teorik ve pratik bileşenlerden oluşur. Hemşirelik eğitiminin temeli, teorik bilgi ve beceri yeterliliğini sağlanmasına dayalıdır. Klinik eğitim, hemşirelik eğitimin tamamlayıcısı ve en önemli parçasıdır. Etkili öğretimde temel düşünce, öğrencilerin derslerden elde ettikleri teorik bilgiyi pratiğe dönüştürebilme yeteneğidir. Klinik eğitim, bilgi ve beceri eksiklerinin ortaya çıkartılmasını, yeni bilgileri kullanılmasını, değişimlerin başlatılması ve yönetilmesini içermelidir. Bu makalede, hemşirelikte klinik eğitimi etkileyen genel faktörler tartışılmış ve öneriler verilmiştir.

Keywords

Hemşirelik eğitim klinik eğitim

References

  • Görgülü, S. Expectations of the academic staff members of the Students in Clinical Practice, Journal of Hacettepe University Faculty of Nursing, 2001; 8(1):1-13.
  • Ay F.Alternative Tools Used in Nursing Education: Portfolio, Journal of Fırat Health Services, 2007; 2 (4): 58-68.
  • Karaöz S. Overview Clinical Evaluation of Nursing Education: Challenges and Recommendations, Dokuz Eylül University School of Nursing Electronic Journal, 2013; 6(3): 149-158.
  • Uyar G. Clinic Education in Nursing, Hatipoğlu Publishing, Ankara, 1992.
  • Sullivan R., Magarick R., Bergthold G., Blouse A., Mclntosh N. Skills Training Guide for Medical Educators (N. Sahin, Trans.), Hacettepe Public Health Foundation, Ankara, 1999.
  • Karaöz S. General View of Clinical education in nursing and recommendations for effective Clinical education, Journal of Nursing Research Development, 2003; (1): 15-21.
  • Erdemir, F. Nurse's Role and Functions of Philosophy and Nursing Education, C.U. Nursing Journal, 1998; 2(1): 59-63.
  • Senemoğlu N. Development of Learning and Teaching from Theory to Practice, Gazi Publishing, Ankara, 2002.
  • Sönmez V. Teacher Handbook for Curriculum Development, 9. baskı, Anı Publishing, Ankara, 2001.
  • Tonham R.F.S., Costa G.C.M., Hamamoto G.C., Francisco M.A., Moreira M.M., Gomes R. Competency-based training in nursing: Limits and Possibilities, Rev. Esc. Enform. USP, 48 (ESP2), 2014; s.213-220.
  • Kaya H., Akçin E. Learning Styles / Styles and Nursing Education, C.U. Nursing Jounal, 2002; 6(2): 31-35.
  • Branch T.W. Teaching Professional and Humanistic Values: Suggestion for a Practical and Theoretical Model, Patient Educating and Counseling, 2015; (98):162-167.
  • Flott, E.A. Linden, L.The clinical learning environment in nursing education: a concept analysis, Journal of Advanced Nursing, 2016; 72(3): 501-513.
  • Elliott M. (2002) The Clinical Environment: A Source of Stress for Undergraduate Nurses, Australian Journal of Advanced Nursing, 2002; (2)1: 34-38.
  • Kaymakçı Ş., Yavuz M., Demir F., Candan Y., Coşkun İ., Toprak E., Dramalı A.Determination of opinions of students about the implementation of the surgical nursing disease course, First International & V. International Congress of National Nursing Education Book, 2001; s. 369-372.
  • Aytekin S.,Özer G.F.,Beydağ D.K.Difficulties Encountered in Clinical Practice of Denizli Health School Students, Journal of Fırat Health Services, 2009; 4 (10): 137-149.
  • Papathanasiou, J.V., Tsaras, K. Sarafis, P. Views and perceptions of nursing students on their clinical learning environment: Teaching and learning, Nurse Education Today, 2014; (34): 57-60.
  • Esmaeili, M.,Cheraghi, M.A., Salsali, M., Ghiyasvandian, S. Nursing students’expectations regarding effective clinical education: A qualitative study, International Journal of Nursing Practice, 2014; (20): 460-467.
  • Yazıcı S., Eti Aslan F. Guests have the eyes of Clinical: nurses in nursing education applications, ideas for students and faculty, IV. National Nursing Education Symposium "International participation" Book, p.289-296, 1997.
  • Dahlke S., Baumbusch J., Affleck F., Kwon J. Y. The Clinical Instructor Role in Nursing Education: A Structured Literature Review, Journal of Nursing Education, 2012; 51(10): 1-5.
  • Karadağ G., Uçan Ö. Nursing Education and Quality, Journal of Fırat Health Services, 2006; 1(3): 42-51.
  • Bahçecik N., Alper-Ecevit Ş., Yazıcı Z., Ertin H. Training of Marmara University School of Nursing Students about expectations and IV. National Nursing Education Symposium Proceedings, Book, 1997; s. 24-29.
  • Erdemir F., Ak B., Aytur T., Erol A., Uslubaş B. Evaluation of the Effect of Clinical Teaching Instructor, IV. National Nursing Education Symposium "International participation" Book, 1997, s. 270-277.
  • Akyüz A, Tosun N., Yıldız D., Kılıç A. Reflection of the Nurses on their Responsibilities and the Students’ Working System During Clinical Teaching, TAF Preventive Medicine Bulletin, 2007; 6(6): 459-464.
  • Gökdoğan F., Çıtak N., Karahan A.The opinions of nursing students about implementation and Instructor, First International Nursing Education & Fifth National Congress Book, 2001; s.155-158.
  • Olgun N., Yazıcı S., Aslan F., Bektaş G. To create wanted application area for nursing students : The opinions of academics, clinicians and students to build a bridge between school and application area, IV. National Nursing Education Symposium Proceedings, Book, 1997; s. 47-55,
  • Gaberson B. K., Oermann H. M. Clinical Teaching Strategies in Nursing, Second Edition, Springer Publishing Company, Newyork, 2007.
  • Tosun N., Oflaz F., Akyüz A., Kaya T., Yava A., Yıldız D., Albayrak N. Evaluation of the expectations of nursing school students from the intern education program and of their acquisitions and suggestions at the end of the program, Gülhane Medical Journal, 2008; (50):164-171.
  • Démeh, W., Rosengren, K. The visualisation of clinical leadership in the content of nursing education- Aqualitative study of nursing students’experiences, Nurse Education Today, 2015; (35): 888-893.
  • Ironside,P.M., McNelis, A.M.,Ebright,P. Clinical education in nursing: Rethinking learning in practice settings, Nursing Outlook, 2014; 62(3):185-191.
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Review Article
Authors

Nursel Vatansever

Kader Mert This is me

Publication Date January 31, 2017
Submission Date November 11, 2016
Acceptance Date January 25, 2017
Published in Issue Year 2017

Cite

APA Vatansever, N., & Mert, K. (2017). Hemşirelikte Klinik Eğitimin Yeri Ve Önemi. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi, 3(1), 33-36. https://doi.org/10.30934/kusbed.359243
AMA Vatansever N, Mert K. Hemşirelikte Klinik Eğitimin Yeri Ve Önemi. KOU Sag Bil Derg. January 2017;3(1):33-36. doi:10.30934/kusbed.359243
Chicago Vatansever, Nursel, and Kader Mert. “Hemşirelikte Klinik Eğitimin Yeri Ve Önemi”. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi 3, no. 1 (January 2017): 33-36. https://doi.org/10.30934/kusbed.359243.
EndNote Vatansever N, Mert K (January 1, 2017) Hemşirelikte Klinik Eğitimin Yeri Ve Önemi. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi 3 1 33–36.
IEEE N. Vatansever and K. Mert, “Hemşirelikte Klinik Eğitimin Yeri Ve Önemi”, KOU Sag Bil Derg, vol. 3, no. 1, pp. 33–36, 2017, doi: 10.30934/kusbed.359243.
ISNAD Vatansever, Nursel - Mert, Kader. “Hemşirelikte Klinik Eğitimin Yeri Ve Önemi”. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi 3/1 (January 2017), 33-36. https://doi.org/10.30934/kusbed.359243.
JAMA Vatansever N, Mert K. Hemşirelikte Klinik Eğitimin Yeri Ve Önemi. KOU Sag Bil Derg. 2017;3:33–36.
MLA Vatansever, Nursel and Kader Mert. “Hemşirelikte Klinik Eğitimin Yeri Ve Önemi”. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi, vol. 3, no. 1, 2017, pp. 33-36, doi:10.30934/kusbed.359243.
Vancouver Vatansever N, Mert K. Hemşirelikte Klinik Eğitimin Yeri Ve Önemi. KOU Sag Bil Derg. 2017;3(1):33-6.