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The nursing process: A supportive model for nursing students' learning during clinical education - A qualitative
Ulrika Löfgren1, Britt-Marie Wälivaara1, Ulrica Strömbäck1
1Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden.
Aim:
The aim of this study was to increase understanding of nursing students' learning during clinical education in relation to the nursing process.
Background:
Nursing students' learning during clinical education is of great importance in creating meaning for theory and development of core competencies. As a theoretical model, the nursing process is challenging to apply in practice for both students and registered nurses, although use of the model has benefits for patient care.
Design:
This is a descriptive qualitative study with an abductive approach.
Methods:
Twelve semi-structured interviews with nursing students in education from six universities in Sweden were conducted in 2021-2022. Data were examined using qualitative content analysis.
Results:
The results revealed that the nursing process supported learning when theory and practice 'spoke the same language'. This allows for the opportunity to perform in a consistent way with the theory, while obtaining awareness of an invisible process. Furthermore, the nursing process supported learning by incorporating a thought structure for the student´s professional role through developing independence to conduct a holistic assessment and increasing an understanding of the nurse´s area of responsibility.
Conclusion:
The results revealed that when theory and practice were aligned, the nursing process became a meaningful structure to develop a sustainable, safe way of thinking for one's future professional role. It is important to use supportive pedagogical models for students and supervisors that facilitate the integration of concepts of the nursing process in practice.
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