Template provided by: “posters4research.com” Introduction and relevance Research problem and purpose Research methodology Statistical analysis-Validity and reliability-Results Size it will be on the Poster Qualitative results (Factors that enhanced learning) Qualitative result (Factors that inhibited learning) Canadian research with this pilot Limitations Review of the literature and findings Exploration of Factors Related to Student Learning in their Practicum in a Collaborative Nursing Degree Program A. Jennings, MN, B. Couture, MScN, T. Gula, BMath, MEd. Student’s learning in practicum is important in order to close the theory-practice gap. In order to improve the experience of nursing students it is important to identify factors that contribute to success in the practicum. The researchers were interested in examining three factors that have been identified in previous qualitative research as significant to student learning. The questionnaire used identified areas in which the learning experience for students in clinical can be improved. -Previous qualitative studies have alluded to the importance of theory integration and supervision to student satisfaction in their practicum, but the extent of the two factors has not been quantified to date. Previous studies examined small nursing samples qualitatively. -The purpose of the study is to investigate the influence of these two factors-integration of theoretical concepts and instruction/supervision on students satisfaction learning in their practicum. Research questions: 1)Is the integration of theoretical concepts related to student learning in their practicum? 2)Is perception of supervision related to student learning in their practicum? 3) Are students satisfied with their learning in their practicum? What factors enhance or inhibit student learning in their practicum? Convenience sample (86 students)-retained 84 students Students from the Collaborative BScN degree program in second year of a four year degree (sample may not be representative of the population of BScN students at GBC) One data collection point (after 13 weeks of clinical) Where: In a theory class on two separate day Tool: Questionnaire survey of 25 questions on a 5 point Likert- scale and two open-ended questions (factors that enhanced your learning and factors that inhibited your learning) Statistical analysis: Descriptive stats : Frequency table for all demographics and Likert-scale questions-measure of central tendency (Median, Mean, SD). Inferential stats: ANOVA to compare groups (demographics) on all dimensions (1a, b, 2a, b, 3). Pearson product-moment to examine relationships between dimensions (1a, b, 2a, b & 3). Validity & reliability: Reliability: Cronbach’ s Alpha: Ranged from.65 to.81 for each dimension and overall alpha was.884 Validity: Questionnaire not tested yet, but piloted with 4 nursing students in year 2. Students volunteered to review the tool. Expert input from University of Saskatchewan (E. Ralph for content validity). Adjustments made according to feedback given. Results: -Distribution of all dimensions were similar for males / females as well as for different age groups and clinical setting. In other words; demographics did not influence students’ learning. - There was a moderate correlation of 0.59 between goal 1a,1b ( integration of concept in clinical) and goal 3 (student satisfaction). -The ability of student to communicate with patients was moderately correlated to satisfaction. However, we need to explore students ‘ ability to communicate with others. -A weak correlation was found between 2b and 3 (clinical supervision and students satisfaction with their learning). -The weakest correlation, was found between dimensions 1b and 2b (decision-making and continuous feedback).We observed that grouping of dimension 2b needs to be altered for the next phase of the study. Liang Wang is currently a 4th year nursing student whose involvement in the research project - Only one education site was surveyed which limits potential generalization. - Not all students were present in class on data collection days, the presence of students calls for some selection bias. The response rate was 40 %. -Not all students are in a similar clinical unit, some on complex long term care, others 49 % in acute care. This factor did not affect the quantitative results. What are the four factors that enhanced your learning in clinical ? 64 students made comments Themes and sub-themes: -Interpersonal and intrapersonal Sharing knowledge with others and feedback “Individual work” ex. Performing skills in clinical Observing the teacher and asking questions -Assignments, post conference & labs -Environmental issues and Emotional support from staff RNs/team -Instructors Support/teaching Relationship Feedback (positive and negative) Sample of narratives “a comfortable setting with people that are easy to talk is important, otherwise it is hard to feel confident of your skills” “having friendly staff on my floor’ “helping nurses and RPNs” “a good setting is vital for my learning. “Explaining the rationales for each nursing care enhanced my learning” What are the factors that inhibited your learning? 49 students made comments Themes: - Intrapersonal issues (variability from being stressed out to needing more practice in lab) -Placement and nursing staff issue -Instructor method and support Sample of narratives “when the instructor is too busy with other students, there is no time for all of us” “I feel that the assignments are sometimes irrelevant to practice and they should be reassessed for following years of the program” “since there is only one instructor, it was hard to do skills with patients on time because the instructor had other students to attend to” “Mismatch with modules and practice setting-practicing of skills” -Benner and Sutphen (2007) as cited in Ralph et al. (2009) identified characteristics of nursing teachers who have helped student integrate knowledge: they act as collaborators in their role and in engaging students in professional dialogue and helping them explore their thinking with regards to ethical issues. -Our qualitative data suggests similar findings when it comes to being a collaborators and being able to exchange with the faculty -Research conducted purely on students feedback both positive and negative regarding practicum is starting to emerge. Comparing Ralph et al., (2009) study findings with our pilot study with regards to the positive and negative aspects students ‘s learning in clinical -Very similar narratives / themes were found: The ability to integrated theory to practice Receiving effective mentorship Working with supportive staff members Treated as a team member and developing self-confidence Received poor mentorship Lack of structure in post conference not having much to do in clinical Being assigned unproductive tasks Encountered unrealistic time constraints. Second phase of the study: Same cohort Realign some dimensions of the study Affect change based on results through sharing of results.