Interpersonal Interaction and Hindrances of Nursing students in Clinical Learning

Abstract

In order to foster a positive learning environment that promotes learning and resilience building, it is critical to have strong interpersonal interactions in clinical settings. Despite its importance, previous studies have not focused much on this issue. This study aims to assess the level of interaction between nursing students and their teachers during clinical learning and to identify any related challenges. The study utilized a mixed-methods approach, including qualitative, exploratory, and phenomenological research designs. The sample was selected using a non-probability purposive sampling technique. Data collection methods included 14 in-depth interviews, four focus group discussions, and clinical observations with third- and fourth-year bachelor of nursing students. Data were processed using content analysis. To investigate the relationship between teachers and students, we examined factors such as the quality of lecture delivery, teaching during clinical practice, asking questions and taking notes, feedback, and assignments. Our findings indicate that most students were happy to receive introductory information and to learn through asking questions, completing assignments, and receiving feedback. Additionally, students reported learning more in-depth information about clinical practice from physicians during their routine hospital visits. We also assessed the communication and teaching abilities of senior nurses as clinical instructors, finding that they are excellent instructors who provide confidence and relevant information, and facilitate learning in clinical settings. We identified several challenges that respondents face, including communication gaps between doctors, nurses, patients, and students, conflicts between graduate and diploma nursing courses, lack of clinical instruction, noncompliance, misbehavior by doctors and ward boys, poor timing, reluctance to accept services from students, conflicts between theory and practice, and malpractice.