Facilitating and obstructing factors for development of learning in clinical practice: a student perspective

Aim of the study. The aim of this study was to provide information on what the student nurses found facilitating and obstructing for their learning du ring clinical practice. Background. Earlier studies of experiences of learning in clinical practice have shown that factors as the possibilities of variations of experiences, the culture of the workplace, and communication between the educational in stitution and health care facilities are of importance. Less is known about the opportunities which students are given in order to practise the skills that the); will be expected to perform as new graduate nurses. Methods. The experiences of 47 degree student nurses from two colleges in S weden were gathered in weekly diaries during their final period of clinical practice. A content analysis technique was used to analyse their diaries. Results. The students emphasized responsibility and independence, opportuni ties to practise different tasks, and receiving feedback as facilitating fa ctors. Other perceived promoting factors included perceptions of control of the situation and understanding of the 'total picture'. Examples of obstru cting factors were the nurses as supervisors not relying on the students, s upervision that lacked continuity and lack of opportunities to practise. Pe rception of their own insufficiency and low self-reliance were drawbacks fo r some students. Conclusions. Recommended proposals are presented to lecturers and supervisi ng staff concerning organizational and educational changes, and changes of attitudes for elucidating the students' experiences of different facilitati ng and obstructing factors. Changes may contribute to making easier the stu dents' transition into the nursing profession.