Research Study

This paper work is to develop a PICO Question in nursing  according to the research study I will attach ,  the template for the PICO question will be attach with the instructions , is only one page template with very clear instructions  , only to complete the template  , the source of information needed  are from the research study attached

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 Name:  Date: PICO Worksheet Define your Question using PICOPWho is the Patient or Population (Ex., age, sex, race, past medical history, etc.) or what is the Problem (Ex., disease process) you are interested in knowing more about? IAre you considering an Intervention? (Ex., treatment, diagnostic test, etc.) Is there a specific issue you’d like to investigate?  M e t h o d o l o g yIf experimental, what research design should be used to compare the intervention group with the comparison (or control) group? randomized controlled trial cohort study case controlled studies case reports systematic reviews meta analysis editorials/expert opinions CAre you trying to Compare or decide between two options (Ex., drugs, a drug and no medication or placebo, or two diagnostic tests?) (Note: Your clinical question does not always need a specific comparison.)OWhat is the Outcome you’d like to achieve? What are you trying to do for the patient? (Ex., relieve or eliminate symptoms? reduce number of adverse events? improve function? improve test scores? State your Question resulting from PICO: List keywords from your PICO question that can be used for your search. List other criteria –gender, age, year of publication, or language to be used to limit your search. List the databases you plan to search: Ex., CINAHL. (Use the databases page from the Library website for suggestions.)       Rev. January 2021 MSN5300 KmR 
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Research Article
Training Nursing Skills: A Quantitative Study of Nursing
Students’ Experiences before and after Clinical Practice
Elisabeth Solvik and Solveig Struksnes
Faculty of Medicine and Health Sciences, Department of Health Sciences Gjøvik, NTNU (Norwegian University of
Science and Technology), Postboks 191, 2802 Gjøvik, Norway
Correspondence should be addressed to Solveig Struksnes; solveig.struksnes@ntnu.no
Received 15 August 2017; Revised 3 December 2017; Accepted 18 January 2018; Published 11 March 2018
Academic Editor: Florence Luhanga
Copyright © 2018 Elisabeth Solvik and Solveig Struksnes. Tis is an open access article distributed under the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited.
Introduction. Requirements for Patient Safety suggest that students encounter patients well prepared. In clinical laboratory practice
(CLP), the students simulate patient situations as a preparation for internship. Various CLP models have been tried out to meet the
students’ prerequisites and learning strategies. Objectives. Te purpose of this study was to try out two diferent learning sessions
related to the bed bath procedure. Design and Methods.Te study has a descriptive, quantitative design with elements from clinically
controlled trials. Sample. Te population of 160 frst-year students was randomly divided into two classes. Questionnaires. Two
questionnaires were answered with six-month intervals: Form 1 immediately afer the frst training session and Form 2 a short time
afer clinical practice. Findings. A majority of the nursing students reported that the exercises in the clinical lab were a good way to
prepare for the practice, although most of them did not perceive that the procedure conducted at the university resembled how it
is conducted in clinical practice. Age or level of discomfort related to organization of the skills training did not have impact on the
students’ confdence in mastering bed bath in clinical practice. Students without previous experience were less confdent to master
the procedure in clinical practice, but the results evened out during the internship. Conclusions. Te results from this study could
indicate that the students’ age to a larger extent should be considered in the universities’ facilitation of nursing students’ clinical
preparations, to improve the transition to “real life” as smoothly and meaningfully as possible to nursing students.
1. Introduction
Te practice feld is a signifcant learning arena for nursing
students in Norway, as half of the bachelor’s program takes
place in clinical practice [1]. Tus, preparations for the students’ meeting with real patients constitute a substantial part
of teaching eforts within the university. Te comprehension
of the transfer value of these preparations when it comes
to clinical practice probably has an impact on students’
achievements in the feld of practice [2]. It has been argued
that nursing education is inadequate in preparing students for
practice and contributes to burnout syndrome among nurses
and an earlier retirement from the profession [3, 4].
Nursing students have various backgrounds and diferent prerequisites for goal achievement in accordance with
the National Curriculum of Nursing [1]. Requirements for
Patient Safety [5] suggest that students encounter patients
well prepared and with the proper knowledge and practical
skills required within an increasingly specialized healthcare.
Consequently, several nursing education institutions have
introduced clinical skills tests ahead of clinical practice
periods.
At the Norwegian University of Science and Technology
(NTNU), simulated patient scenarios are used to a large
extent as preparation for the students’ clinical studies in
practice. In clinical laboratory practice (CLP) the students
simulate patient situations at various levels, from basic
simulation in which fellow students play the roles of “patient”
and “nurse” to more advanced scenarios with technologically
advanced simulators (manikins) [6, 7].Te practical exercises
are usually organized with student groups (10–12) working
together under the supervision of one lecturer per group.
Each student experiences merely one supervised training per
procedure, due to the fact that this is a resource intensive
learning activity. A single training session is not sufcient
to assure the level of the students’ skills before passing the
Hindawi
Nursing Research and Practice
Volume 2018, Article ID 8984028, 9 pages
https://doi.org/10.1155/2018/8984028
2 Nursing Research and Practice
Table 1: Questionnaires.
Afer training session Afer clinical practice
Before the training session I was well prepared by reading the
Procedures in Clinical Practice in Nursing© (PCPN) We should have more time to practice in the laboratory
Te training session was organized in a good way I am content with my preparedness to conduct the procedure
before clinical practice
I discovered during the session that I should have prepared
myself better
Te training session contributed to a good basis for conducting
the same in clinical practice
Students in my group used the training time efectively It was easier than expected to perform the procedure in clinical
practice
I’m confdent that I will master the bed bath with a real
patient in clinical practice
To conduct the procedure in clinical practice was similar to the
one in the training session in the laboratory
Te training session made me want to seek more knowledge
about the procedure
I am confdent that I will master the procedure with a real
patient in clinical practice
It’s my responsibility as a student to practice the procedures
until practiced Te internship has strengthened my decision to become a nurse
Training sessions in the laboratory is a good way to prepare
oneself for clinical practice
tests required to enter clinical practice. Hence, students are
encouraged to familiarize themselves with the procedures
before and afer the organized CLP. Te development of
electronic textbooks, with evidence-based descriptions and
instructive videos of relevant procedures, has been produced
to support the students in these unsupervised study activities.
It is uncertain to what extent this has been done. Various CLP
models have been tried out, some of these in cooperation
with nurses from the clinical felds [8, 9]. It is also questioned to what extent the preparations within the university
should be extended, so that training sessions (simulation)
can replace some of the time spent in clinical practice
[10, 11].
Te current project was completed for freshmen in
bachelor’s nursing in the spring of 2014 and was part of the
CLP before the frst clinical practice in nursing homes. Tis
includes skills training in various procedures before their frst
practice period in community healthcare setting.
2. Objectives
Te overall goal for CLP is to ensure that nursing students
who enter their frst clinical practice period in community
healthcare settings have the proper defensible knowledge and
practical skills required to take care of patients in a safe
manner.
Te purpose of this study was to try out two diferent
learning sessions related to the bed bath procedure. Six
research items were described:
(1) To investigate the students’ degree of satisfaction
with the learning session’s organization and relevance
before and afer practice
(2) To compare the perceptions of the project group and
the control group
(3) To compare perceptions of students with diferent age,
with and without previous clinical experience and
with unequal extent of training
(4) To explore whether there are correlations between
the perceptions before and afer the clinical practice
period.
3. Design and Methods
Te study has a descriptive, quantitative design, and contains
elements that characterize clinically controlled trials [12]. It
is a cross-sectional study in which data were collected using
two questionnaires answered with six-month intervals.
Te study was approved by the Norwegian Social Data
Services (NSD). All nursing students in their frst year of
the bachelor’s program were informed both orally and in
writing about the project and the opportunity to participate,
two–four weeks prior to implementation.
Participating in the training session was mandatory, but
to deliver the questionnaires was voluntary.
3.1. Sample. Te population of 160 students was randomly
divided into two classes, Class 1 (� = 79) and Class 2 (� =
81). Class 1 was chosen to be a control group, while Class 2
was chosen to be the project group. Each class was divided
into half so that the total was held in four training sessions.
3.2. Questionnaires. Te forms were inspired by a questionnaire developed for the National League for Nursing
[10]. Tis form was translated into Norwegian at NTNU
in 2010, and it was in this connection that permission was
given to use it further [13]. Te instruments were translated
from English into Norwegian and then translated back into
English, according to Polit and Beck [12]. Both translators
were bilingual.
Form 1 was completed immediately afer the frst training
session, whereas Form 2 was flled out a short time afer
clinical practice (Table 1).
In both forms the respondents reported to what degree
they agreed/disagreed with the statements, according to
a fve-point Likert scale. Te value of one represents a high
Nursing Research and Practice 3
Table 2: Elements of the implementation of the two groups.
Control group (CG)
(Class 1, � = 79)
Project group (PG)
(Class 2, � = 81)
Written and oral information about the practical
implementation in advance ✓ ✓
Encouraging preparation before the training session ✓ ✓
Video viewing before the training session ✓ O
Information about organization ✓ ✓
Supervisor resources 1 pr. group (8–12) 1 pr. two groups (16–24)
Supervisor’s role Active participation with specifc
supervision
Available only for practical arrangements
and equipment supply
Services on hardcopy of (PCPN) O ✓
degree of disagreement with the statement and fve represents
a high degree of agreement.
Demographic data collected included the respondents’
age, whether they had experience from practice before, and
how many hours they had trained with the procedure in
question before clinical practice.
Te implementation was somewhat diferent for the two
groups as regards preparation for the exercise and teaching
role, which is outlined in Table 2.
Te project group experienced a more problem-oriented
and student-active approach than was the case in the control
group. Tus, there were half as many supervisors attending,
and the supervisors’ roles were diferent within the two
groups. In the control group the supervisors followed up the
students’ activity closely and presented verbal and practical
guidance and solutions. Te supervisors of the project group
had a minimal role and were only available for questions
related to helping to facilitate the training session by providing sufcient equipment. Te least experienced lecturers
were chosen for the sessions with the project groups, on
the assumption that they could more easily take this role
than the experienced supervisors. How the roles should be
practiced was incidentally discussed with the supervisors
for both groups, to ensure an approximately equal approach
during the sessions.
3.3. Data Collection. Immediately afer the exercise, the students in both groups were asked to fll out the questionnaire
individually and put it at the designated place before they lef
the rehearsal hall. Te second form (afer clinical practice)
was handed over to the supervisor in charge during the last
week of clinical practice.
3.4. Data Analysis. Te questionnaires were coded with
numbers that represented the individual student and class
afliation, with the answers registered into SPSS, version
22. Frequency tables were set up, and both Mann–Whitney
� test (two groups) and Kruskal–Wallis test (three groups)
were conducted to compare statements between defned
groups according to the research questions. Lastly, correlation
tests (Pearson’s �) were done to assess possible relationships
between statements in Forms 1 and 2.
Table 3: Respondents.
Questionnaire 1, afer training
session
� = 160
Questionnaire 2, afer clinical
practice
� = 158
� (%) 154 (96) � (%) 96 (61)
Former practice 82 Former practice 55
Not earlier
practice 69 Not earlier
practice 38
4. Results
Results are presented according to the research objectives.
Table 3 shows an overview of the demographic data of the
respondents.
4.1. Students’ Level of Satisfaction with the Clinical Exercise’s Organization and Relevance. Respondents’ perceptions
immediately afer the training session (Table 4) and afer
clinical practice (Table 5) were analyzed.
A large proportion of respondents reported that the
exercises in the clinical lab were a good way to prepare
for the practice. During the exercise, almost half (47%) of
them detected that they should have been better prepared. A
majority (85%) agreed or strongly agreed that they would be
able to master bed bath with a real patient in practice afer the
training session. Moreover, the respondents’ answers from
Form 2 were analyzed (Table 5) in relation to the respondents’
perceptions afer clinical practice.
Experiencing clinical practice strengthened the decision
to become a nurse for 95.4% of respondents. When it comes
to the question of whether the procedure conducted at the
university resembles how it is conducted in clinical practice,
70.6% were undecided or disagreed. Respondents also report
that they were confdent of mastering a bed bath with a real
patient (92% agree/strongly agree).
4.2. Comparing the Perceptions of the Two Training Sessions.
Based on Questionnaire 1, the groups’ beliefs about the
teaching program were compared as shown in Table 6.
Both control group and project group seemed to perceive
that training sessions in a clinical laboratory were a good
way to prepare for practice. However, the project group was
4 Nursing Research and Practice
Table 4: Perceptions of all respondents immediately afer the training session (Questionnaire 1).
� = 160 � (%) Mean SD
Before the training session I was well prepared by reading the PCPN 154 (96) 3.36 1.181
Te training session was organized in a good way 154 (96) 3.72 .889
I discovered during the session that I should have prepared myself better 153 (96) 3.31 1.096
Students in my group used the training time efectively 153 (96) 4.24 .744
I’m confdent that I will master the bed bath with a real patient in clinical practice 154 (96) 4.05 .851
Te training session made me want to seek more knowledge about the procedure 154 (96) 3.81 .831
It’s my responsibility as a student to practice the procedures until practiced 154 (96) 4.65 .578
Training sessions in the laboratory is a good way to prepare oneself for clinical practice 154 (96) 4.82 .414
Scale: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree.
Table 5: Perceptions of all respondents, afer clinical practice (Questionnaire 2).
� = 158 � (%) Mean SD
We should have more time to practice in the laboratory 95 (60) 3.26 1031
I am content with my preparedness to conduct the procedure before clinical practice 96 (61) 3.99 .584
Te training session contributed to a good basis for conducting the same in clinical practice 94 (60) 3.46 1103
It was easier than expected to perform the procedure in clinical practice 87 (55) 3.88 .817
To conduct the procedure in clinical practice was similar to the one in the training session in the
laboratory 85 (54) 2.98 .922
I am confdent that I will master the procedure with a real patient in clinical practice 88 (56) 4.23 .797
Te internship has strengthened my decision to become a nurse 88 (56) 4.55 .589
Scale: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree.
signifcantly less satisfed with the organization of the session
than the control group (53.8% versus 92.2% agreed or strongly
agree). Respondents from the project group discovered to
a signifcantly greater extent during the exercise that they
should have prepared better than the control group (� =
.013), as 52% agreed or strongly agreed, while 42% in the
control group had had this experience. One can also note
that 33.9% of respondents in the control group disagreed or
strongly disagreed with the statement about preparedness,
compared to 17.1% in the project group. A comparison of the
groups afer clinical practice was done as shown in Table 7.
In total, 158 students carried through clinical practice. Of
these, 96 responded (61%), out of which 45% came from the
control group and 55% from the project group.
Highest score for both groups was related to the statement
that getting out in clinical practice had strengthened their
decision to become a nurse. Te lowest score was linked
to that the procedure in clinical practice resembled the one
they had trained for in the laboratory. Still, the majority of
both groups were confdent that they would master the bed
bath with real patients in clinical practice with 97.3% (control
group) and 87.2% (project group), respectively, agreeing or
strongly agreeing with the statement.
Te control group perceived to a signifcantly larger
degree (.002) that the training session for the bed bath
provided a good basis for practice.
4.3. Comparison of Students with and without Previous
Clinical Experience. It was required to see whether the
respondents’ previous experience with healthcare afected
their perceptions of the training session (Table 8). Initially, no
signifcant diferences were found between the project group
and the control group in regard to the distribution of previous
clinical experience.
Respondents with previous clinical experience reported
to a signifcantly larger extent that they were confdent to
master the bed bath with a real patient in clinical practice, as
95% agreed/strongly agreed with the statement. Among those
without any previous clinical practice, 74% reported the same.
Out of those who did not have any clinical experience, 78%
wanted to seek more information about the procedure, while
60% of those who had clinical experience agreed/strongly
agreed with this statement. Tis diference was signifcant
(.004).
Afer clinical practice, students with work experience
from healthcare were signifcantly more satisfed with their
preparation for practice than those without any experience
as 93% and 87%, respectively, agreed/strongly agreed. Other
diferences emerged (Table 9).
Tere were also signifcant diferences in the respondents’
perceptions of the exercise as a good basis for practice.
Sixty-seven percent of the group with work experience
agreed/strongly agreed with this statement, compared with
47% of respondents in the group with no previous practice.
4.4. Comparing Perceptions Related to Age. Tere were no
signifcant diferences in the project group and control group
with respect to range or mean of age. Te respondents were
divided into three age groups: 19-20 years (Group 1), 21–23
years (Group 2), and >23 years (Group 3). A frequency
Nursing Research and Practice 5
Table 6: Comparison of control and project group, afer training session.
Total
N = 160
CG
� = 79
PG
� = 81
Mann–Whitney
� test,
(2-tailed)
� (%) Mean SD � (%) Mean SD � (%) Mean SD � �
Before the training session I was well prepared by reading
the PCPN 154 (96) 3.36 1,181 76 (96) 3.49 1,172 78 (96) 3.23 1,183 1,377 .169
Te training session was organized in a good way 154 (96) 3.72 .889 76 (96) 4.13 .525 78 (96) 3.32 .987 5,521 .000
I discovered during the session that I should have
prepared myself better 153 (96) 3.31 1,096 76 (96) 3.07 1,112 77 (95) 3.55 1,033 2472 .013
Students in my group used the training time efectively 153 (96) 4.24 .744 75 (95) 4.29 .693 78 (96) 4.19 .790 −.685 .493
I’m confdent that I will master the bed bath with a real
patient in clinical practice 154 (96) 4.05 .851 76 (96) 4.17 .700 78 (96) 3.92 .964 1,466 .143
Te training session made me want to seek more
knowledge about the procedure 154 (96) 3.81 .831 76 (96) 3.74 .789 78 (96) 3.88 .868 1,380 .168
It’s my responsibility as a student to practice the
procedures until practiced 154 (96) 4.65 .578 76 (96) 4.67 .551 78 (96) 4.63 .605 −.400 .689
Training sessions in the laboratory is a good way to
prepare oneself for clinical practice 154 (96) 4.82 .414 76 (96) 4.87 .377 78 (96) 4.78 .446 1,433 .152
Scale: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree.
Table 7: Comparison of control and project group, afer clinical practice (Questionnaire 2).
Total
� = 158
CG
� = 78
PG
� = 80
Mann–Whitney
� test,
2-tailed
� (%) Mean SD � (%) Mean SD � (%) Mean SD � �
We should have more time to practice in the laboratory 95 (60) 3.26 1,044 42 (54) 3.10 1135 53 (66) 3.42 .949 1.378 .168
I am content with my preparedness to conduct the
procedure before clinical practice 96 (61) 3.98 .580 43 (55) 4.07 .402 53 (66) 3.91 .687 1.085 .278
Te training session contributed to a good basis for
conducting the same in clinical practice 94 (60) 3.47 1,104 42 (54) 3.88 .832 52 (65) 3.13 1.189 3.104 .002
It was easier than expected to perform the procedure in
clinical practice 87 (55) 3.87 .804 39 (50) 3.79 .951 48 (60) 3.94 .665 −.555 .579
To conduct the procedure in clinical practice was similar
to the one in the training session in the laboratory 85 (54) 2.94 .930 37 (47) 3.00 .943 48 (60) 2.90 .928 −.684 .494
I am confdent that I will master the procedure with a
real patient in clinical practice 88 (56) 4.22 .780 39 (50) 4.41 .559 49 (61) 4.06 .899 1849 .064
Te internship has strengthened my decision to become a
nurse 88 (56) 4.56 .584 39 (50) 4.56 .598 49 (61) 4.55 .580 −.171 .864
Scale: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree.
Table 8: Comparison of students with and without previous practice in healthcare, afer training session.
� = 160
Total
� = 151
Not practice
� = 69
Practice
� = 82
Mann–Whitney
� test
2-tailed
� (%) Mean SD � (%) Mean SD � (%) Mean SD � �
Before the training session I was well prepared by reading
the PCPN 151 (94) 3.34 1,183 69 (100) 3.51 1,171 82 (100) 3.20 1,180 1,705 .088
Te training session was organized in a good way 151 (94) 3.71 .884 69 (100) 3.74 .885 82 (100) 3.68 .887 −.335 .737
I discovered during the session that I should have
prepared myself better 150 (94) 3.29 1,096 69 (100) 3.45 1,119 81 (99) 3.16 1,066 1,603 .109
Students in my group used the training time efectively 150 (94) 4.23 .743 68 (99) 4.22 .666 82 (100) 4.23 .806 −.520 .603
I’m confdent that I will master the bed bath with a real
patient in clinical practice 151 (94) 4.04 .848 69 (100) 3.71 1,001 82 (100) 4.32 .564 4,195 .000
Te training session made me want to seek more
knowledge about the procedure 151 (94) 3.81 .836 69 (100) 4.04 .695 82 (100) 3.62 .898 2,849 .004
It’s my responsibility as a student to practice the
procedures until practiced 151 (94) 4.64 .581 69 (100) 4.57 .630 82 (100) 4.71 .533 1,551 .121
Training sessions in the laboratory is a good way to
prepare oneself for clinical practice 151 (94) 4.82 .418 69 (100) 4.83 .382 82 (100) 4.82 .448 −.183 .855
Scale: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree.
6 Nursing Research and Practice
Table 9: Comparison of students with and without previous practice in healthcare, afer clinical practice.
Total
� = 96
Not practice
� = 38
Practice
� = 55
Mann–Whitney
� test
2-tailed
� (%) Mean SD � (%) Mean SD � (%) Mean SD � �
We should have more time to practice in the laboratory 92 (96) 3.26 1,039 38 (100) 3.35 1033 54 (98) 3.19 1049 −.857 .391
I am content with my preparedness to conduct the
procedure before clinical practice 93 (97) 3.99 .571 38 (100) 3.84 .442 55 (100) 4.09 .628 2614 .009
Te training session contributed to a good basis for
conducting the same in clinical practice 91 (95) 3.47 1,114 37 (98) 3.17 1159 54 (98) 3.67 1,043 2,109 .035
It was easier than expected to perform the procedure in
clinical practice 85 (89) 3.88 .822 35 (92) 3.68 .945 50 (91) 4.02 .699 1,487 .137
To conduct the procedure in clinical practice was similar
to the one in the training session in the laboratory 83 (87) 2.96 .920 33 (87) 2.75 .880 50 (91) 3.10 .928 1,745 .081
I am confdent that I will master the procedure with a
real patient in clinical practice 86 (90) 4.24 .790 35 (92) 4.29 .524 51 (93) 4.20 .935 −.273 .785
Te internship has strengthened my decision to become a
nurse 86 (90) 4.54 .591 35 (92) 4.41 .609 51 (93) 4.63 .566 1,789 .074
analysis showed that the oldest group (Group 3) had the
fewest number of respondents with previous experience
from healthcare. Data from the two surveys were tested by
Kruskal–Wallis, and several signifcant diferences between
the groups were found. Te results indicate that the oldest age
group perceived that the training session made them want to
seek more knowledge about the procedure to a greater extent
(.048) and that they should have spent more time training in
the laboratory (.009). Afer clinical practice, the oldest age
group was most confdent as far as mastering the bed bath
with real patients in clinical practice (.048).
4.5. Comparing Perceptions Related to the Amount of Training
in the Laboratory. Students were divided into three equal
groups associated with the reported time spent on training
before practice: 1–4 hours, 5–9 hours, and 10–50 hours.
No signifcant diferences between the project group and
control group were found in relation to training time, nor
were there diferences between age groups or in whether
the respondents had previous clinical experience regarding
time spent on training. Te Kruskal–Wallis test showed
no signifcant diferences between the training time groups
regarding what they reported in either questionnaire 1 or 2.
5. Discussion
Te fndings summarized the students’ experiences of comfort and discomfort in the training session, their perceptions
of efort and mastery, and their perception of the practical
session’s usefulness and relevance to clinical practice.
5.1. Comfort and Discomfort in the Training Session. Te
project group were signifcantly less satisfed with the organization of the training session than the control group. Tey
also did not fnd the training session as useful as a preparation
before clinical practice as did the control group.Te organization of the learning activities for the control group’s training
session was set up according to the principles of traditional
model learning [14], as the supervisors actively demonstrated
and intervened during the training. As for the project group,
the supervisors tried to promote a learning activity that
encouraged the students to actively seek solutions to the
challenges they faced by being available but withdrawn.
Tis may have increased the level of frustration in a
learning process [15]. Evaluation of learning activities ofen
shows that students are most satisfed with teaching methods
in which they adopt a more passive role. As opposed to several
studies arguing that student-centered- and active methods
provide more meaningful, signifcant in-depth learning, and
long-term learning outcomes [16–18] and that the students’
involvement and responsibility for learning are fundamental
to good learning outcomes [19]. According to Vygotsky [20],
this puts the learner in a place of being in a “discomfort
zone.” If this discomfort is manageable, the learning outcome
is more integrated and deeper than the case with learning
activities that allow the learner to stay in their comfort zone
and experience what is called surface learning. Tis emphasis
on the students’ own activity and learning outcomes also
clearly demands more student preparation before the lesson.
5.2. Perceptions of Efort and Mastery. When asked shortly
afer the training session at the university, an overwhelming
majority of the students thought they would be able to master
the bed bath in clinical practice.
Students with previous practice were clearly most confdent regarding this issue, and all students strengthened
this conception afer clinical practice. Although some of the
diferences may be explained by the fact that the response
rates to Questionnaires 1 and 2 were 96%–60%, respectively,
this is not an unexpected result. More interesting is that
there was no diference between the control and project
groups’ responses to this statement afer clinical practice. In
other words, clinical practice contributed to evening out the
students’ confdence regarding mastering a bed bath. Tese
results do not match the results from Struksnes and Engelien
[9], who found that the diference between students with
and without previous clinical experience lasted throughout
clinical practice. However, in the study in question, all
students had the same, traditional organization of the training
session.
Variables such as students’ age, maturity, or educational
background may afect the students’ sense of achievement
Nursing Research and Practice 7
and actual performance in relation to the procedure in
question.
Concerning age, the students in our project were divided
into three age groups. Surprisingly there were more students
without clinical practice in the oldest age group, whereas the
three age groups had corresponding results before practice.
Even so, afer the clinical practice the oldest group was more
confdent in mastering the bed bath in practice than the
younger ones. Previous practice from healthcare is considered to be an advantage in nursing education. Our fndings
indicate that age may compensate for lack of experience. In
general, age brings about a cognitive and motoric development that could come into use when practicing nursing skills.
Students’ age can also have an efect on how and what they
learned and seen in relation to the teaching methods that
have been used [16, 21]. Andragogic learning is clearly an issue
that needs further research, in order to fnd out more about
the connections between age, learning strategies, teaching
methods, and learning outcomes.
Altogether, the students expressed immediately afer the
training session that the practical exercise was useful. Still
there were diferences between students with or without
previous experience from health services, as far as their
conception of mastering the bed bath in “real life.” Choice
of learning activities aiming at diminishing the diference
in confdence between these groups ahead of clinical practice should be explored further. Two alternatives could
be interesting: to organize diferent learning activities for
groups with or without previous experience, or to organize
the training session as cooperative or social learning, with
experienced students learning together with the novices
[3].
Te extent of rehearsal before practice seemed to have no
signifcance to the students’ conception of being confdent
in mastering the bed bath. Tose who before practice were
confdent in mastering the bed bath correlated with those
who believed that practical sessions were good preparation
before clinical practice (� = .264) and those who thought that
the bed bath session at the university provided a good basis
for practice (� = .279). Tis indicates that practical sessions
at the university before practice strengthen the students’
confdence in their mastering of the procedure, although the
project group and the control group clearly had diferent
opinions regarding the organization of the practical session
at the university.
It is important that the practical sessions at the university
encourage the students’ sense of empowerment. Research on
“meaningful learning” illuminates the signifcance of involvement, activity, and a sense of achieving the expected learning
outcomes as a vital part of the learning process, regardless of
age [16, 22]. Nearly half the students discovered during the
bed bath session that they should have been better prepared.
Te project group discovered this to a greater degree than
the control group. If students are well prepared, the training
session in clinical labs may be used more efciently. Tere are
diferences in students’ learning strategies and the amount of
time they have to spend to learn. For some, it might be best
to prepare ahead of the exercise, as they can prepare at their
own pace and manner.
Omitting the flm on the web ahead of the training
session will also free more time for the students’ practical
activities during the session. Repetition is a well-known
learning principle for manual skills, and according to theories
of “learning by doing,” this will increase the level of learning
outcomes [23, 24].
Regarding preparations before the internship, the project
group discovered to a larger extent than the control group
that they should have been prepared for the practical session
in the bed bath. However, this experience did not have any
impact on how much they prepared on their own before the
internship, as the average number of training sessions is very
low for the total sample.
Tere was no diference between the project and control
groups in reported training hours before the internship,
neither did previous clinical experience, age, or rehearsal time
before practice have any signifcant infuence on rehearsal
time. Students with previous clinical experience were significantly more satisfed with their own preparation than those
without (92.5 and 86.5%, resp.).
Tere were no diferences on how satisfed students were
with their own preparation compared to rehearsal time.
However, there was broad agreement among the respondents
that it is the student’s responsibility to practice the procedures before internship. Tis is in-line with the university’s
emphasis on students’ responsibility to be prepared for the
internship.
In summary, there should be more research on the
connection between rehearsal time in clinical labs and the
student’s skills performances in internship.
5.3. Perception of Usefulness and Relevance of the Training
Session. A large majority of the students thought that CLP
was a good way to prepare for the internship, and they
also experienced the fact that performing procedures in the
internship was easier than expected in advance.Tis indicates
that students were better prepared than they thought and that
the training session had fulflled its intention.
Regarding relevance to clinical practice, the project group
agreed with the statement that exercises in the bed bath
provided a good basis for practice, although they to a
large extent conceived the training session as unsatisfactorily
organized.
It is reasonable to assume that the project group with
less instruction was more uncertain about the procedure
and therefore had to use the time at the training session to
familiarize themselves with the procedure. Since there was no
diference between the project and control group regarding
reported rehearsal time before clinical practice, this may
imply that the project group felt more unprepared to perform
the procedure in the internship.
One would think that those with previous clinical experience could lean on that experience in the training session and
accordingly feel more prepared than they report. Tis could
be explained by the very detailed descriptions of the steps
in the procedure, which may seem unfamiliar or irrelevant
for someone who has conducted the procedure based on
copying experienced employees in the clinical feld. Still, with
respect to the statements afer clinical practice “to conduct
8 Nursing Research and Practice
the procedure in clinical practice was similar to the one in
the training session in the laboratory,” which received a mean
score of 3 points (“uncertain”) for the total sample, one could
question both the validity and relevance of the content and
organization of the training session. Nonetheless, those with
previous clinical experience had the highest score on the
statement, whether the exercise in the bed bath provided a
good basis for practice.
Respondents from control and project group had corresponding opinions about the statement that the training
session gave a need for further knowledge, but students
without any previous clinical experience tended to score
higher on this issue. It is essential that theory and practice
are connected during nursing education. Students need a
theoretical basis for the clinical procedures, in addition to
being able to work in an evidence-based manner. As a
nurse, you should be able to verify your actions, and there
are increasing demands that practice should be based on
knowledge [25, 26].
Tose without any previous clinical experience may
require a more inductive learning process, or “learning-bydoing” [23, 27], while experienced students reach the level of
integrating theory and practice in their clinical performances
at an earlier stage. It is debatable whether it is an inductive
or deductive way of learning that provides the best learning
outcomes, but student activity in the learning process seems
to be recommendable, both in the learning of manual skills
and cognitive development [28].
Students have diferent experiences and qualifcations to
learn, and some students may beneft from studying the procedures themselves in advance, whereas others may learn best
by trying procedures frst or together with fellow students.
Learning activities in higher education, especially those
linked to professions where practical skills are implemented
in the qualifcations for the student to become a competent
professional, should enhance social learning strategies and
metacognition [29, 30].
Tere was a positive correlation between those who
believed that the practical session for the bed bath initiated a
need for knowledge and the fact that being in the practice feld
had strengthened the decision to become a nurse (� = .365).
Tose without any clinical experience were more likely to
seek knowledge. However, both groups equally stated that
being in the period of internship strengthened the decision
to become a nurse.
6. Conclusions
Te majority of the nursing students reported that the
training sessions were useful and were confdent to master
bed bath in clinical practice afer the skills training session.
Almost half the students detected on the way that they should
have been better prepared, and most of them did not perceive
that the procedure conducted at the university resembles how
it is conducted in clinical practice.
Te project group was signifcantly less satisfed with the
organization of the session than the control group, while the
control group perceived to a signifcantly larger degree that
the training session for the bed bath provided a good basis
for practice.
Before the internship, students with previous clinical
experience were most confdent to master the bed bath with
a real patient in clinical practice, but afer the internship the
diference between the groups evened out.
Tose who did not have any clinical experience to a larger
extent considered the exercise as a good basis for practice.
Students with work experience from healthcare were
most satisfed with their preparation for practice.
Te oldest age group were more aware that they should
have spent more time training in the laboratory, and they
were most confdent as far as mastering bed bath. Te results
from this study could indicate that the universities’ facilitation of nursing students’ clinical preparations may have an
impact on the students’ feeling of mastery and confdence
before their internship. Organization of the training session
or previous experience does not seem to have any signifcant
impact, but age and experiences in the internship seem to
infuence the learning outcome. Tus, these fndings should
be considered in the continuous work in the educational institutions, to improve the transition to “real life” as smoothly
and meaningfully as possible to nursing students.
Conflicts of Interest
Te authors declare that there are no conficts of interest
regarding the publication of this paper.
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