Date
4-2015
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Jennifer L Courduff
Keywords
clinical education, high-fidelity patient simulation, high-fidelity simulation, nursing education, simulation, traditional clinical
Disciplines
Education
Recommended Citation
Mauch, Kathryn, "The Lived Experience of Nursing Students Following a Clinical Rotation: A Phenomenological Inquiry" (2015). Doctoral Dissertations and Projects. 4139.
https://digitalcommons.liberty.edu/doctoral/4139
Abstract
Nursing education is in the midst of change as it relates to current clinical education approaches. In the United States, numerous nursing boards have restructured their clinical guidelines for licensure to include high-fidelity patient simulation as an acceptable form of clinical education. In response to these educational changes, a thorough review of the literature was performed and revealed a gap related to student outcomes when combining traditional clinical education and high-fidelity patient simulation during clinical courses. The purpose of this qualitative study was to provide a richer understanding of how a student's clinical education impacts his or her educational experiences. Through a phenomenological approach, I examined the lived experiences of 12 nursing students who had completed a medical-surgical clinical course. Data was analyzed utilizing Moustakas' (1994) seven steps of data analysis and revealed six themes to include (a) collaboration/team approach, (b) confidence, (c) influence of the instructor, (d) observation, (e) realism, and (f) reflection. Results of this phenomenological study are timely as states across the nation are considering substantial changes to their clinical education guidelines and policies.
