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The document discusses several aspects of nursing students' readiness for clinical practice. It describes how work-integrated learning can help students combine theoretical and practical learning during clinical placements. The COVID-19 pandemic disrupted nursing education by limiting clinical placements and shifting to online learning. Several studies found that nursing students felt less ready to practice, especially with COVID-19 patients, calling for more intensive theoretical preparation before clinical practice. Readiness involves being prepared through adequate training to perform nursing duties and develop critical thinking skills when working with patients.

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152 views

RRL

The document discusses several aspects of nursing students' readiness for clinical practice. It describes how work-integrated learning can help students combine theoretical and practical learning during clinical placements. The COVID-19 pandemic disrupted nursing education by limiting clinical placements and shifting to online learning. Several studies found that nursing students felt less ready to practice, especially with COVID-19 patients, calling for more intensive theoretical preparation before clinical practice. Readiness involves being prepared through adequate training to perform nursing duties and develop critical thinking skills when working with patients.

Uploaded by

bunso padilla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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It can be challenging for nursing students to navigate between theory and practice and to implement

theoretical knowledge in real work situations and vice-versa.Work-integrated learning can support the
students by enabling them to combine theoretical studies with practical work experience during their
clinical placement. The mutual relationship between academic and workplace learning is fundamental
for nursing education and nurses’ professional identity. Work-integrated learning continuously
alternates between theory and practice, thus providing a link between education, the healthcare
organization and society, with the goal of providing the best possible healthcare ( Berndtsson, I.,
Dahlborg, E., & Pennbrant, S. (2020). Work-integrated learning as a pedagogical tool to integrate theory
and practice in nursing education–An integrative literature review. Nurse education in practice, 42,
102685)``

There is an unknown idea how will nursing student can transfer theoretical knowledge to practice in the
clinical setting where they experience various problem (Günay, U., & Kılınç, G. (2018). The transfer of
theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A
qualitative study. Nurse Education Today, 65, 81–86. doi:10.1016/j.nedt.2018.02.031 )

Readiness has multiple definition, According to Merriam-Webster(2021) readiness is described as the


quality or state of being ready

The purposes of the clinical practice are for the students to learn how to perform physical and
psychosocial assessments, interact with clients, families and staff, administer medications and perform
other related tasks, develop critical thinking skills, and develop plans for nursing care. In the clinical
setting, learning depends on the patient's condition and the ability of the student to put into practice
what has been taught. The need for training sessions for health workers, including nurses, on managing
patients with coronavirus, should include when to wear masks and which types, reviewing respiratory
system, and airborne precautions when treating diseases, hand washing, proper donning and doffing
gowns and gloves, and screening patients to identify coronavirus (Jang, 2020).

Merriam-Webster. (n.d.). Readiness. In Merriam-Webster.com dictionary. Retrieved September 11,


2021, from https://www.merriam-webster.com/dictionary/readiness

According to Mwila et al. (2021), The COVID-19 pandemic has caused negative consequences on nursing
students’ academic study, including learning interruptions, disruption to assessment, and the impact is
more severe on students from disadvantaged backgrounds. It has drastically contributed to nursing
training institutions’ failure to complete the course work coverage. The most critical aspect was the
inability of the final year students to comprehensively do clinical placements which rendered the
training more theoretical. The online infrastructure at the nursing training schools was not effective in
supporting effective learning and assessments during the COVID-19 pandemic. The nationwide closure
of educational institutions, i.e. schools, colleges, and universities has adversely impacted over 60% of
the world’s student population.

According to Bazrafkan, L., & Kalyani, M. (2018), the quality of nursing care depends on the quality
education in the clinical setting, and the qualitative clinical education is provided, the more successful
and professional students will graduate, which can result in a healthier community. Students have a
better understanding of the educational services due to their direct interaction with the clinical
environment about the quality of education in the clinical setting and the problems of clinical education.
According to Dela Rosa, M., & Maniago, J. (2018), adequate theoretical preparation is needed by the
nursing students prior to their exposure to the psychiatric facility and being prepared is one of the
qualities that everyone should possess. Asimba et al., (2008) stated that preparedness is important in
achieving goals and avoiding or mitigating negative outcomes. Thus, nursing students must be observed
all throughout their clinical experiences. Moreover, being prepared dictates one’s effectiveness in
accomplishing his or her task. This is true for all situations or occupations, and the nurses are definitely
not exempted from it. Preparedness is important in achieving the academic goals and preventing
negative outcomes of their clinical performance. In every student’s action, it takes a right amount of
preparedness to finish all their tasks and a person’s success depends on how a person prepares towards
the achievement of a quality performance.

Most respondents are ready to resume clinical practice amidst the pandemic, but less than onethird are
ready to practice where there are coronavirus patients. This calls the attention of the nursing institutions
and the management of the clinical settings to see that they intensify the theoretical teaching of the
nursing students before their exposure to the clinical practice. Also, it is necessary to bridge the gap
between the theoretical and the clinical practice by making sure that all the materials needed for ideal
nursing knowledge from the classroom to be put into practice in the clinical settings are available. This
will help to boost their competency and readiness to practice.

Nweke, C. I., Abazie, O. H., Adetunji, A. J., & Okwuikpo, M. I. (2021). Readiness for clinical practice
amidst coronavirus among nursing students in southwest Nigeria. International Journal of Africa Nursing
Sciences, 15, 100328. doi:10.1016/j.ijans.2021.100328

Readiness to practice is defined by Reagor (2010, p. 1 retrieved Jameison 2019) as “the ability as a
graduate nurse, to assume the roles of a provider of care, designer/manager/coordinator of care, and
member of the nursing profession”.

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