Clinical Learning Triad in Nursing Education: Qualitative Analysis of Perceptions of Undergraduate Nursing Students

Abstract

This study explores the student nurses' perception of the clinical learning triad, its benefits and challenges with regards to their clinical learning. A qualitative descriptive methodology guided this study. Using semi‐structured interview focus group discussions were conducted to elicit data from 30 participants. Data was analyzed manually to identify the key themes. Five themes identified are Bridging the gap between theory and practice, Skill Acquisition, Interpersonal Skills and Communication, Clinical Instructor-the Centre for Clinical Learning Triad, Benefits and Challenges of Clinical Learning Triad. Students verbalized that the availability of nurses enhanced the learning experience. However, expressed that at times the busy ward routines hindered them from approaching the staff nurses for their learning needs. A specialized clinical instructor is mandatory to channelize objective based clinical learning in nursing education. They also verbalized support from the clinical environment alleviated anxiety and progressed their practical learning. Clinical Instructors coordinate the clinical learning from the beginning of a shift but staff nurses play a major role in helping students to complete student learning through skill training while the instructor is busy handling other students. The study concludes that the practical knowledge of staff nurses combined with the efforts of clinical instructors to bridge the gaps between the theory and practice supported by the positive clinical environment equips the nursing students with required skills and knowledge thus establishing the effectiveness of the Clinical Learning Triad.