LEARNING AWARENESS LEVEL OF NURSING STUDENTS AT TRA VINH UNIVERSITY ON CLINICAL PRACTICE ENVIRONMENT AT HOSPITAL
Keywords:
clinical practice, level of awareness, nursing students, Tra Vinh University
Abstract
The purpose of the study was to examine the level of awareness about the clinical practice environment at the hospital among nursing students of Tra Vinh University in 2021. A descriptive cross-sectional study was applied
to analyze the data of 205 students selected. The study results showed a positive level of awareness with an average score of 130.83±8.73. ’Interaction and participation’ had an average score of 41.6±2.99, ’Student-centered’ had an average score of 45.92±3.56, ’Allow individual participation’ had an average score of 10.53±1.82, ’Nursing work value’ had an average score of 9.11±1.11, ’Promoting learning at work’ had
an average score of 16.42±2.80, and ’Lack of creativity’ had an average score of 7.23±1.48. The research results provide implications for the further improvement of nursing training at Tra Vinh University in particular and universities and colleges with nursing training in general.
Downloads
Download data is not yet available.
References
[1] Ban Chấp hành Trung ương Đảng Cộng sản Việt
Nam. Hội nghị lần thứ sáu Ban Chấp hành Trung
ương khóa XII về tăng cường công tác bảo vệ, chăm
sóc và nâng cao sức khỏe nhân dân trong tình hình
mới. Hà Nội. Số: 20-NQ/TW, 2017. [Central Committee of the Communist Party of Vietnam. The 6th
plenum of the 12th Central Committee on enhancement of citizens’ health protection, improvement, and
care in new situation. Hanoi: Central Committee
of the Communist Party of Vietnam. Number: 20-
NQ/TW, 2017].
[2] Brungardt C, Greenleaf J, Brungardt C, Arensdorf J.
Majoring in leadership: A review of undergraduate
leadership degree programs. Journal of Leadership
Education. 2006;5(1): 4–25.
[3] Trường Đại học Y Hải Phòng. Các phương pháp dạy
học lâm sàng. Hà Nội: Nhà Xuấn bản Y học; 2012.
[Hai Phong University of Medicine and Pharmacy.
Clinical Teaching Methods. Hanoi: Medical Publishing House; 2012].
[4] Sabeti F, Akbari NN, Haghighyzadeh MH. Nursing students’ self-assessment regarding clinical skills
achievement in Ahvaz Jundishapur University of
Medical Sciences (2009). Iranian Journal of Medical
Education. 2011;11(5): 506–515.
[5] Nguyễn Ngọc Huyền. Sự tự tin trong thực hành
kĩ năng lâm sàng của sinh viên điều dưỡng chính
quy tại Bệnh viện Trung ương Thái Nguyên năm
2019. Tạp chí Khoa học và Công nghệ Đại học
Thái Nguyên. 2019;225(01): 47–52. [Nguyen Ngoc
Huyen. Self efficacy in the clinical skills practice of
full-time students at Thai Nguyen National Hospital
2019. Thai Nguyen University Journal of Science and
Technology. 2019;225(01): 47–52].
[6] Ziba FA, Yakong VN, Ali Z. Clinical learning environment of nursing and midwifery students in Ghana.
BMC Nursing. 2021;20(1): 1–7.
[7] Khan A, Begum H, Rehman AU, Khan A. Experiences of healthcare students and the challenges posed
by their clinical learning environment. Central European Journal of Nursing and Midwifery. 2020;11(1):
19–24.
[8] Thi Hue Truong. Vietnamese nursing students’ perceptions of their clinical learning environment: A
cross-sectional survey. Master thesis. Queensland
University of Technology; 2015.
[9] Huyen Tran Thi. Challenges for nursing students
in the clinical learning environment. Master thesis.
University of Northern Colorado; 2019.
[10] Giang Nhân Trí Nghĩa, Giang Thị Mỹ Kiều, Vũ Long.
Nhận thức của sinh viên điều dưỡng về môi trường
học tập lâm sàng. Tạp chí Y học Thành phố Hồ Chí
Minh. 2019;23(5): 113–119. [Giang Nhan Tri Nghia,
Giang Thi My Kieu, Vu Long. Perceptions of nursing students about the clinical learning environment.
Medical Journal. 2019;23(5): 113–119].
[11] Hồ Thị Lan Vi, Dương Thị Ngọc Bích, Phạm Thị
Thảo. Khảo sát sự hài lòng về môi trường học tập
lâm sàng của sinh viên điều dưỡng Trường Đại học
Duy Tân. Tạp chí Khoa học và Công nghệ Đại
học Duy Tân. 2020;4(41): 128–136. [Ho Thi Lan
Vi, Duong Thi Ngoc Bich, Pham Thi Thao. Survey
of satisfaction with clinical learning environment of
nursing students at Duy Tan University. DTU Journal
of Science & Technology. 2020;4(41): 128–136].
[12] Newton JM, Jolly BC, Ockerby CM, Cross WM.
Clinical learning enviroment inventory: Factor analysis. Journal of Advanced Nursing. 2010;66(6): 1371–1381.
Nam. Hội nghị lần thứ sáu Ban Chấp hành Trung
ương khóa XII về tăng cường công tác bảo vệ, chăm
sóc và nâng cao sức khỏe nhân dân trong tình hình
mới. Hà Nội. Số: 20-NQ/TW, 2017. [Central Committee of the Communist Party of Vietnam. The 6th
plenum of the 12th Central Committee on enhancement of citizens’ health protection, improvement, and
care in new situation. Hanoi: Central Committee
of the Communist Party of Vietnam. Number: 20-
NQ/TW, 2017].
[2] Brungardt C, Greenleaf J, Brungardt C, Arensdorf J.
Majoring in leadership: A review of undergraduate
leadership degree programs. Journal of Leadership
Education. 2006;5(1): 4–25.
[3] Trường Đại học Y Hải Phòng. Các phương pháp dạy
học lâm sàng. Hà Nội: Nhà Xuấn bản Y học; 2012.
[Hai Phong University of Medicine and Pharmacy.
Clinical Teaching Methods. Hanoi: Medical Publishing House; 2012].
[4] Sabeti F, Akbari NN, Haghighyzadeh MH. Nursing students’ self-assessment regarding clinical skills
achievement in Ahvaz Jundishapur University of
Medical Sciences (2009). Iranian Journal of Medical
Education. 2011;11(5): 506–515.
[5] Nguyễn Ngọc Huyền. Sự tự tin trong thực hành
kĩ năng lâm sàng của sinh viên điều dưỡng chính
quy tại Bệnh viện Trung ương Thái Nguyên năm
2019. Tạp chí Khoa học và Công nghệ Đại học
Thái Nguyên. 2019;225(01): 47–52. [Nguyen Ngoc
Huyen. Self efficacy in the clinical skills practice of
full-time students at Thai Nguyen National Hospital
2019. Thai Nguyen University Journal of Science and
Technology. 2019;225(01): 47–52].
[6] Ziba FA, Yakong VN, Ali Z. Clinical learning environment of nursing and midwifery students in Ghana.
BMC Nursing. 2021;20(1): 1–7.
[7] Khan A, Begum H, Rehman AU, Khan A. Experiences of healthcare students and the challenges posed
by their clinical learning environment. Central European Journal of Nursing and Midwifery. 2020;11(1):
19–24.
[8] Thi Hue Truong. Vietnamese nursing students’ perceptions of their clinical learning environment: A
cross-sectional survey. Master thesis. Queensland
University of Technology; 2015.
[9] Huyen Tran Thi. Challenges for nursing students
in the clinical learning environment. Master thesis.
University of Northern Colorado; 2019.
[10] Giang Nhân Trí Nghĩa, Giang Thị Mỹ Kiều, Vũ Long.
Nhận thức của sinh viên điều dưỡng về môi trường
học tập lâm sàng. Tạp chí Y học Thành phố Hồ Chí
Minh. 2019;23(5): 113–119. [Giang Nhan Tri Nghia,
Giang Thi My Kieu, Vu Long. Perceptions of nursing students about the clinical learning environment.
Medical Journal. 2019;23(5): 113–119].
[11] Hồ Thị Lan Vi, Dương Thị Ngọc Bích, Phạm Thị
Thảo. Khảo sát sự hài lòng về môi trường học tập
lâm sàng của sinh viên điều dưỡng Trường Đại học
Duy Tân. Tạp chí Khoa học và Công nghệ Đại
học Duy Tân. 2020;4(41): 128–136. [Ho Thi Lan
Vi, Duong Thi Ngoc Bich, Pham Thi Thao. Survey
of satisfaction with clinical learning environment of
nursing students at Duy Tan University. DTU Journal
of Science & Technology. 2020;4(41): 128–136].
[12] Newton JM, Jolly BC, Ockerby CM, Cross WM.
Clinical learning enviroment inventory: Factor analysis. Journal of Advanced Nursing. 2010;66(6): 1371–1381.
Published
24-September-2022
How to Cite
1.
Ngo AD, Nguyen Thi NN, Thach ND. LEARNING AWARENESS LEVEL OF NURSING STUDENTS AT TRA VINH UNIVERSITY ON CLINICAL PRACTICE ENVIRONMENT AT HOSPITAL. journal [Internet]. 24Sep.2022 [cited 22Dec.2024];12(48):53-1. Available from: https://journal.tvu.edu.vn/tvujs_old/index.php/journal/article/view/1112
Issue
Section
Articles
