Greener Journal of Medical Sciences
Vol. 11(1), pp. 13-21, 2021
Copyright ©2021, the copyright of this article is retained by the author(s)
Nursing application for students of the second level of internal and surgical nursing
Radia M Bahman
Nursing Tutor, Kuwait Nursing Institute
Article No.: 011421008
Background: A poorly trained nurse may lead to low quality health care. Usually registered nurses supervise nursing students for clinical training in wards.
Objective: The aim of the present study is to describe the opinion of registered nurses and nursing students regarding training in hospital wards.
Methods: This study was carried out in three hospitals in Kuwait. Thirty-five registered and student nurses were selected by a purposive sample. Data collection tools consisted of open-ended questions. Data were collected by interviews. Participants answers were also recorded. Data were analyzed qualitatively using Tesch‟s method. Data transcription followed by data reduction resulted into 3 main themes and 9 sub-themes.
Results: Participants responses were presented and grouped under the titles of the 3 main themes (Administrative challenges, educational challenges and non-conducive environment), and 9 sub-themes.
Conclusion: Student nurse did not receive effective clinical supervision from registered nurses in wards due to managerial and educational challenges as well as non-conductive environment.
Radia M Bahman
E-mail: radianurse @ yahoo.com
: Clinical supervision; registered nurses; student Nurses
Aliafsari Mamaghani E, Rahmani A, Hassankhani H, Zamanzadeh V, Campbell S, Fast O, Irajpour A. (2018). Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment. Asian Nurs Res (Korean Soc Nurs Sci). 12(3): 216-22.
Andrews GJ, Brodie DA, Andrews JP, Hilian E, Thomas BG, Wang J, Rixon L. (2006). Professional roles and communications in clinical placement. A qualitative study of nursing student perceptions and some models for practice. International Journal of Nursing Studies. 43(7): 861-74.
Archibald MM, Radil AI, Zhang X, Hanson W. (2015). Current Mixed Methods Practices in Qualitative Research: A Content Analysis of Leading Journals. International journal of qualitative methods; 14(2): https://journals.sagepub.com/doi/pdf/10.1177/160940691501400205
Begat I., Ellenfsen B., and Serevinsson E. (2005). Nurses’ satisfaction with their work environment and the outcome of clinical nursing supervision on nurses’ experience of well-being. A Norwegian study. Nurs Manag; 13(3): 221-3.
Brown L, Herd K, Humphries G, Parton M. (2004). The role of the lecturer in practice placement: What do students think? Nurse Educ Pract; 5(2): 84-90.
Brunero S, Stein-Parbury J. (2008). The effectiveness of clinical supervision in nursing. An evidence based literature review. AJAN; 25(2):86-94.
Carlson S, Kotze WJ and Van Rooyen D. (2003). Accompaniment needs of first year nursing students in the clinical learning environment. Curationis; 26 (2): 30-39.
Dale B, Leland A, Dale JD. (2013). What factors facilitate good learning experiences in clinical studies in nursing: Bachelor Student’s Perceptions. ISRN Nursing. Retrieved at:
De Vos AS (ed). Strydom H, Fouche, CB, Delport CSL. (2002). Research at Grass Roots: For the social sciences and human services professions. Published by Van Schaik Publishers, Pretoria
Doane GH, Varcoe C. (2015). How to nurse: Relational inquiry with individuals and families in changing health and health care contexts. Lippincott, Philadelphia, Williams & Wilkins.
Ghafourifard M. (2015). Guidelines for quality improvement of clinical conferences in nursing education. Iranian Journal of Medical Education; 15: 497-500.
Hlongwa E. (2009). Diplomate’s perceptions of their psychiatric nursing component of the four-year comprehensive programme. Retrieved 25 / 8 / 2009 at: http://hdl.handle.net/10500/2502
Ion R, Smith K, Moir J, Nimmo S. (2016). Accounting for actions and omissions: A discourse analysis of student nurse accounts of responding to instances of poor care. JAN; 72(5): 1054–64.
Ip WP, Chan DCK. (2015). Hong Kong Nursing Students’ perception of the clinical environment: a questionnaire survey. International Journal of Nursing studies; 42: 665-6.
Jamshidi L. (2012). The challenges of clinical teaching in nursing skills and lifelong learning from the standpoint of nursing students and educators. Procedia Soc Behav Sci; 46, 3335-8.
Kapucu S, Bulut H. (2011). Turkish nursing students’ view of their clinical learning environment: a focus group study. Pak J Med Sci; 27(5), 1149-53.
Kelly C. (1997). Theory of Experiential Learning. The internet Test Journal; 3(9). http://iteslj.org/Articles/Kelly-Experiential/
Klerk K. (2010). Clinical supervision in selected hospitals; Cape Town. Reflection on registered nurses live experiences Magister Curationis University of Western cape South Africa. Retrieved 28.7.2014 at:
Landmark BTH, Hansen GS, Bjones I. Bohler A. (2003). Clinical supervision factors defined by nurses as influential upon development of competence and skills in supervision. JCN; 12: 834-41.
Löfmark A, Thorkildsen K, Räholm M, Natvig GK. (2012). Nursing student satisfaction from preceptors and teachers during practice. Nurse Educ Pract; 12(3):164-9..
Longley M, Shaw S, Dolan G. (2007). Nursing: Towards 2015. Alternative Scenarios for nursing Health Education in UK in 2015. DOI: 10.13140/RG.2.1.2821.3209
Mabuda BT, Portgieter E, Albert UU. (2008). Student nurse experiences during clinical practice in the Limpopo Province. Curationis; 31(1): 19-27.
Magobe NBD, Beukes S, Muller A. (2010). Reason for student poor clinical competence in the Primary health care; clinical nursing diagnosis treatment. Journal of Interdiscipplinary Health Science; 15(1): 1-6.
Maxwell KL, Wright VH. (2016). Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students' Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety. Nurs Educ Perspect; 37(5): 291-292.
Moeti MR, Van Niekerk SE, Van Velden CE. (2004). Perception of the clinical competence of newly registered nurses in the North West Provence. Curationis; 27(3), 72-84.
Moghadam YH, Atashzadeh-Shoorideh F, Abbaszadeh A, Feizi A. (2017). Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study. Journal of Caring Sciences; 6(2): 153-61.
Natalie J Kemper. (2007). Win-win strategies help relieve preceptor burden: Nurs Manage; 38(2): 10. Doi: 10.1097/00006247-200702000-00004.
Ndawo MG. (2015). Challenges experienced by nurse educators on the delivery of content laden curriculum at a nursing college in Gauteng. Journal of Nursing Education and Practice 5 (11), 103–12.
Neshuku H, Justus AH. (2015). Experiences of registered and student nurses regarding the clinical supervision in medical and surgical wards: Develop an educational programme to support registered nurses. International Journal Medicine; 3(2): 87-97.
NMC. (2008). Nursing and Midwifery Council. Standards to support learning and assessment in practice. London: NMC.
NMC. (2020). Nursing and Midwifery Council. Standards for education and training. London: NMC. https://www.nmc.org.uk/standards-for-education-and-training/
Oermann MH, Lynn MR, Agger CA. (2016). Hiring intentions of directors of nursing programs related to DNP-and PhD prepared faculty and roles of faculty. J Prof Nur; 32 (3): 173-9.
Ohaya M. (2010). Support for Learning in the Clinical Area: The Experience of Post-Registration Student Midwives. AISHJ; 2(1): 14.1-14.14.
Pillay P, Matshali NG. (2008). Clinical supervision and support for the bridging programme student in the great Durban area South African Nursing Association. Curationis; 31(4): 46-56.
Raholm MB, Lofmark A, Henriksen J, Slettebø Å. (2016). Nurse education role complexity and challenges. International Journal for Human Caring; 20 (2), 76–82.
Rew L. (2004). Adolescent health. A multidisciplinary approach to theory, Research and Intervention. University of Texas, Austin, SAGE Publications: Thousand Oak, London, New Delhi.
Safadi RR, Saleh M, Nasser OS, Amre HM Froclicher ES. (2011). Nursing students’ perception of nursing: a descriptive study of four cohorts. Int Nurs Rev; 58: 420-7.
Searle C, Human S, and Mogtlane SM. (2009). Professional practice: a South Africa nursing perspective. Johannesburg: Heinemann.
Sharif F, and Masoumi S. (2005). A Qualitative Study of Nursing Students‟ Experience of clinical Practice. BMC Nursing; 5
Shin KR. (2000). The meaning of clinical experiences of Korean nursing students. Journal of Nursing Education; 39(6): 259-65.
Sutton J and Austin Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. CJHP; 68(3): 226-31.
Tesch R. (2013). Qualitative research: Analysis types and software tools. DOI: https://doi.org/10.4324/9781315067339
Van Rhyn WJC, Gontsana M. (2004). Experiences by student nurses during clinical placement in psychiatric units in a hospital. Curationis; 27(4): 18-27.
Welman C, Kruger F, Mitchell B. (2013). Research Methodology. Oxford University Press: South Africa.
Wilson JL. (2016). An exploration of bullying behaviours in nursing: a review of the literature. BJN; 25(6): 303–6.
Younasa A, Zebc H, Azizd SB, Sanae S, Alberte JS, Khand IU, Inayatf S, Khand FH, Rasheedg SP. (2019). Perceived challenges of nurse educators while teaching undergraduate nursing students in Pakistan: An exploratory mixed-methods study. Nurse Education Today; 81: 39-48.
Cite this Article: Bahman RM (2021). Nursing application for students of the second level of internal and surgical nursing. Greener Journal of Medical Sciences, 11(1): 13-21.
Call for Papers
Call for Scholarly Articles
Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles monthly in two yearly issues.
The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.
Simply send your article(s) as an e-mail attachment to firstname.lastname@example.org or email@example.com.