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Updated: Jun 3, 2026
10:38
Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
Published on: January 16, 2019
The intensive care unit as an untapped learning resource: a student perspective
Elaine Doucette1, Danielle Brandys, Bea Kristine Canapi
1McGill University, Montreal, QC. elaine.doucette@mcgill.ca
Dynamics (Pembroke, Ont.)
|April 8, 2011
Summary
Undergraduate nursing students successfully completed clinical rotations in intensive care units (ICUs), bridging theory and practice. This critical care experience provided a strong foundation for future nursing education and patient care.
Area of Science:
- Nursing Education
- Critical Care Nursing
- Medical-Surgical Nursing
Background:
- Intensive care units (ICUs) are not traditionally viewed as ideal clinical placements for undergraduate nursing students.
- Increased enrollment necessitated expanding clinical site options for nursing programs.
- The McGill University Health Centre partnered to offer ICU rotations.
Purpose of the Study:
- To share the personal experiences of student nurses during their initial medical-surgical rotation in a critical care setting.
- To explore how ICU placements can enhance future nursing education and practice.
Main Methods:
- Twelve second-year baccalaureate nursing students completed a clinical rotation in four ICUs.
- Students aimed to meet curriculum objectives within the critical care environment.
Main Results:
- The critical care rotation was successful from both student and faculty perspectives.
- Students developed a strong clinical foundation and a comprehensive view of health and illness.
- A direct link between theoretical knowledge and practical application was established.
Conclusions:
- Critical care settings can effectively contribute to nursing education.
- ICU rotations can enrich the learning experience for student nurses.
- This experience strengthens the connection between nursing theory and practice.
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