Maximising potential through individual attention by utilising unique and revolutionary methods.

Providing tutoring, assignment guidance, proof reading and editing for Secondary, TAFE, Undergraduate and Postgraduate students. Academic Services include research assistance and editing manuscripts.

Clinical Placement Challenges

Clinical placements can be challenging to say the least! Evidence indicates that there can be significant issues that arise whilst on clinical placement and in addition, students may experience stress, with the potential of burnout while in a practice setting (Cuthbertson et al. 2004). Some of the triggers for stress include problems with staff or the academic aspects of the topic (Timmins & Kaliszer 2002), struggling to develop clinical judgement (Lasater 2007), lack of skills and professional knowledge (Sheu, Lin & Hwang 2002) coming to terms with the emotional demands of nursing (Timmins & Kaliszer 2002), concern with clinical evaluation which effects clinical performance (Lee, Cholowski& Williams 2002) and placement location (eg. rural/remote) (Edwards et al. 2004). Nursing students also need to address the complexity of client problems, and be clinically competent. Not only do students have to perform in the clinical environment whist on placement, but also have to meet university demands of assignments and exams which run oftentimes concurrently with their placement.

Here at Nursing Tutoring Essentials we can assist you with support during your clinical placement. The Senior Manager of Nursing Tutoring Essentials and subsidiary Nursing Research Essentials can provide telephone support throughout your placement. Telephone support can be useful to discuss the stressors that you may be facing whilst on clinical placement. Therefore she can provide support and guidance to you during this time. She can also assist with knowledge based questions to do with your clients. Alternatively (or in addition) you may be experiencing difficulties with your clinical facilitator or your topic coordinator. Nursing Tutoring Essentials can assist and direct you in the best course of action (although we cannot act as your advocate). Viva Voce/a examination may also be one aspect of your clinical placement. Nursing Tutoring Essentials ‘s Senior Manager can listen, help you practice and assist you in preparing for this.

This is obviously not a comprehensive list – Nursing Tutoring Essentials is happy to discuss with you any aspect of your clinical support, and provide you the help and support that you need. We do this primarily though Nursing Tutoring Essentials ‘s Senior Manager of Nursing Tutoring Essentials and subsidiary Nursing Research Essentials by drawing on her clinical experience together with experience in academia (which includes holding the position of Lecturer and Topic Coordinator of clinical topics).

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Clinical Placements Do’s and Don’ts

When you are attending a clinical placement, it is important that you can show what you can do, but it is also important that firstly, you ask how it is done. Once you have been shown this, then it is time to practice, practice, practice! You have been practicing these skills in the nursing laboratories at university (and you should know them well), now it is time to transfer these skills that you have learned to the “real” client.

How you can succeed while on clinical placement

Always be aware of the normal ranges for adult clients (and children where relevant);
Be aware that a normal range for each client can differ – but when in doubt – ASK your preceptor;
Arrive early;
Be keen and enthusiastic at all times;
Smile and practice ‘customer service’ techniques;
Act professionally;
Seek learning opportunities with ALL healthcare professionals and ask questions;
Consider confidentiality at all times (including correctly disposing of notes taken during shift);
Know your client’s name;
Seek opportunities to talk to your client and get to know them;
Explain what you are going to do to your client BEFORE doing it, and ASK their permission before you start;
Be respectful and caring in any communication with a client;
Always ensure you are supervised when giving medications and your RN is there with you
Always check the 8Rs prior to any medication administration;
Be able to explain what medications you are administering, why and the possible side effects and mechanisms of action;
Be able to explain the care you are providing to your client to your Preceptor and Clinical Facilitator, and report to them when you have finished a task telling them what you have done;
Ensure you are properly supervised at all times, and;
Know your patients past medical history and possible contribution to current condition

Finally, your assigned preceptors, other Registered Nurses and your Clinical Facilitator may be liable for your mistakes. Therefore they will NOT risk their registration for your sake. It is therefore up to you to demonstrate YOUR competency and safety. You can do this by being prepared, demonstrating excellent communication skills whilst on placement, and being able to apply the theory you have learned into the clinical setting.

References

Cuthbertson, P, Lauder, W, Steele, R, Cleary, S, & Bradshaw, J 2004, ‘A comparative study of the course-related family and financial problems of mature nursing students in scotland and australia’, Nurse education today, vol. 24, no. 5, pp. 373-381.

Edwards, H, Smith, S, Courtney, M, Finlayson, K, & Chapman, H 2004, ‘The impact of clinical placement location on nursing students’ competence and preparedness for practice’, Nurse education today, vol. 24, no. 4, pp. 248-255.

Lasater, K 2007, ‘High-fidelity simulation and the development of clinical judgment: Students’ experiences’, Journal of Nursing Education, vol. 46, no. 6, pp. 269-276.

Lee, W-S, Cholowski, K, & Williams, AK 2002, ‘Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing’, Journal of Advanced Nursing, vol. 39, no. 5, pp. 412-420.

Sheu, S, Lin, H-S, & Hwang, S-L 2002, ‘Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: The effect of coping behaviors’, International Journal of Nursing Studies, vol. 39, no. 2, pp. 165-175.

Timmins, F & Kaliszer, M 2002, ‘Aspects of nurse education programmes that frequently cause stress to nursing students – fact-finding sample survey’, Nurse education today, vol. 22, no. 3, pp. 203-211.