DAVAO DOCTORS COLLEGE, INC.

Gen. Malvar St., Davao City 8000

Bachelor of Science in Nursing

Review of Related Literature

This section presents different readings from various authorities on the subject

of the research which provides the researchers the important concepts and principles.

This helps in familiarizing information that is relevant to the study.

Affiliation Center

Clinical placements are central to facilitating the integration of theory and practice

which faculty cannot meet on its own, the success of which is multifactorial. Ultimately,

the clinical placement is where undergraduates are exposed to the reality of nursing, and

where they are readied and prepared for practice. A clinical placement where theory

transitions to practice enables students to develop the competencies required to perform

effectively. A positive clinical placement has also been identified as influential in students’

desire to choose specific specialties to be subsequently employed within. An

understanding of the placement expectations of students and how these correlate to

actual experiences is posited as an essential component of clinical placement evaluation

(Lamont, Brunero, & Woods, 2015).

In addition, clinical placements do more than allow the student to gain clinical

skills. A successful placement will culturally acclimatise and prepare the students to adopt

the role of the registered nurse. Depending on the placement area, students gain diverse

skills, such as, for example, the unique challenges of living and working in rural and/or
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Gen. Malvar St., Davao City 8000

Bachelor of Science in Nursing

remote areas (Doyle, Sainsbury, Cleary, Parkinson, Vindigni, McGrath, & Cruickshank,

2017)

Morever, according to the same study, undergraduate nursing students'

perceptions of their clinical learning environments have been a concern for academics

who work in clinical teaching since nursing first went into the tertiary system. Research

into components of students' perception of successful clinical placements tends to

consider the interactions between students and some or all aspects of the placement

environment,

such as, for example, the clinical learning environment and the student/supervisory

relationship nursing ‘fits’ in a health care schema (Doyle et al., 2017)

Since nursing education is consists of theory and practice (Arkan, Ordin, &

Yilmaz 2018), nursing students need to practice in an environment that will provide them

with individual and professional development. One of the roles of nursing students during

clinical rotation is assisting registered nurses on rendering high quality care to their

patients and this provides opportunities for students to immerse themselves in the clinical

environment while continuing their studies. In addition, this may also assist students to

gain a deeper insight into their future role as a nurse, build networks within the nursing

community and assimilate into the clinical environment.

Satisfaction

A study by Kphagawani, Useh (2013) states that effective learning takes place in

a clinical learning in clinical practice occurs if students are given oppurtunities to practice
 DAVAO DOCTORS COLLEGE, INC.
Gen. Malvar St., Davao City 8000

Bachelor of Science in Nursing

what they have learnt in the classroom and skills supervised and supported, provided with

feedback in an environment where there is good interpersonal relationships and

communication.

According to a study by Hirsch, Barlem, Barlem, Silveira, & Mendes (2015).

Academic satisfaction can be understood as the perception of the individual with regard

to the scope of their academic expectations, that is, the perception of success obtained

in relation to educational performance. The satisfaction of an individual seems to be a

consequence not only of how much s/he receives from the environment, but also the

position she occupies in relation to her/his level of idealization. Considering that higher

educational institutions play an important role in the development of scientific knowledge

and in professional interaction and performance, these institutions should work on ways

of adaptation and development of behaviors that meet the students’ expectations,

promoting a satisfactory academic experience.

Thus, the quality and improvement of higher education are closely related to the

identification and care of factors related to the level of quality of universities, such as:

facilities, structure, academic services, social assistance programs, institutional

evaluation policy, teaching qualifications, technical and administrative qualifications,

teacher/student ratios, methodological processes of teaching, the existence of graduate

programs. In this sense, the development of research regarding student satisfaction,

allows for the recognition of the multiplicity of influences that promote failure or success

within the educational process, thereby assuring the maintenance or restoration of the
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Gen. Malvar St., Davao City 8000

Bachelor of Science in Nursing

quality of education through the optimization of teaching, infrastructure, curriculum and

programs. (Hirsch, Barlem, Barlem, Silveira, & Mendes. 2015)

In a journal published by Lamount, Brunero, Woods (2015), there are however,

significant barriers to the development of skills and to students experiencing satisfactory

in clinical placement. Negative influences on satisfactory clinical placements have been

identified as limited participation in patient care, not being included in ward activities, and

inadequate support of clinical staff. Involvement in direct patient care enables the

development of skills and confidence in the undergraduate and provides a safe supported

environmentwhereby students can apply the high level critical thinking necessary to

becoming autonomous health professionals.

In this regard, according to the same study, one of the biggest challenges has been

argued to be that of ‘fitting in’ or ‘belonging’ during the clinical placement. Belongingness

in particular can influence student placement experience as it provides evidence that staff

are interested in the students’ learning and leaves them to concentrate on integrating

theory and practice and the development of new skills,as opposed to navigating the social

ward culture. Staff attitudes and behaviours are central to a positive placement

experience and maybe more important than any other factors. A welcoming,

approachable and friendly demeanour coupled with a willingness to teach are proposed

as attributes that existing placement staff require to enable a constructive learning

environment. (Lamont, Brunero, & Woods, 2015).

Moreover, clinical education ensures delivering information and skills related to

patient care for students. The objective of clinical education is to improve students
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Gen. Malvar St., Davao City 8000

Bachelor of Science in Nursing

professional critical thinking and decision-making skills and increase their self-

confidence. In addition, clinical education environment is a social environment where

there are individuals with different expectations and requirements and control of the

conditions that affect learning.