Qualitative Annotated Bibliography
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.
There are theoretical and practical training activities in nursing education, and clinical training is the foundation of nursing education. The clinical learning environment quality highly influences clinical training quality. The main purpose of this study is to research how nursing students transfer theoretical knowledge to clinical practice and the challenges they face during this process.
The research was conducted on 30 nursing students in one of the universities, and it involved directing questions to the students regarding their opinion on clinical training. The data collected were analyzed through content analysis. Most students in the research suggested that they received excess theoretical information and had a weak ability to transfers this information into practice, and they were afraid of been involved with patients due to fear of implementing wrong procedures.
In this study, it was difficult to determine if the nursing students were telling the truth regarding the transfer of theoretical knowledge into practice. It is also challenging to determine the main reason why nursing students are unable to transfer their theoretical knowledge into practice.
The research concluded that nursing students considered their theoretical skills and knowledge to be insufficient, thus failing to transfer the knowledge into practice. The research showed that nursing students faced various challenges in clinical practice, and to fix these challenges, there should be a collaboration between the students, nurses, instructors, nursing schools, and hospital management.
This article’s research is very beneficial in nursing since it shows some of the reasons why nurses are unable to transfer their theoretical knowledge into practice. It also shows some of the challenges they face when transferring theoretical knowledge into practice. Moreover, it also provides some of the solutions that can help nursing students successfully transfer their theoretical knowledge into clinical practice.
Walker, W., & Deacon, K. (2016). Nurses’ experiences of caring for the suddenly bereaved in adult acute and critical care settings and providing person-centered care: A qualitative study. Intensive and critical care nursing, 33, 39-47.
This article aims to investigate the nursing interventions of patient-centered bereavement care taking place in adult acute and critical care settings.
In this article, the research method applied was the descriptive exploratory study that involved face-to-face interviews of nine registered nurses as well as one auxiliary nurse who were working in emergency, cardiac and critical care where sudden death mostly occurs. The interviews involved transcribed verbatim as well as data subjected to direct content analysis while the provision of patient-centered care was studied using a validated patient-centered nursing framework. The findings showed that participant’s accounts involved descriptions of bereavement care and patient-centered interventions.
One of the shortcomings of this study is that it was conducted during analyses, and it avoided the representation of lone viewpoint that could threaten the validity of the research findings.
Offering care to the bereaved families was essential for the nurses, but it was a source of unrest and tension. It is essential to consider a patient-centered approach to deal with sudden bereavement as a current event and a way of offering supportive care that has long-term effects.
This research provides a path for further research to understand the patient-centered care involving suddenly bereaved and the perceived impacts of nursing interventions.