Learning Experience from Practice in The Intensive Care Unit with Perceived Self-Development of Bachelor of Nursing Students Adult Nursing Practicum 2 in Bachelor of Nursing Student at Boromarajonani College of Nursing, Chakriraj
Keywords:
learning experience, clinical placement, self-developmentAbstract
This descriptive study aimed to examine the relationship between learning experiences from clinical practice a intensive care units and Perceived Self-Development of Bachelor of Nursing Students Adult Nursing Practicum 2 in Bachelor of Nursing Student at Boromarajonani College of Nursing, Chakriraj. The samples consisted of 89 students. The research instruments included 3 questionnaires, including personal information, learning experiences from clinical practice in a intensive care units, and perceived self-development of nursing students, based on a theory developed by Chickering. Data were analyzed by using percentage, means, standard deviation, and Pearson's correlation coefficient. The finding shows that the samples had an overall mean score of learning experience from clinical practice a intensive care unit at a high level (x̄ =4.12, SD =.27). The learning experience with the highest mean score was the aspect of nursing professional ethics after practice (x̄ = 4.20, SD = .31). Followed by nursing practice in intensive care units (x̄ = 4.11, SD = .18). The overall mean score of 7 item of perceived self-development of the samples was also at a high level (x̄ = 4.19, SD = .10), level Managing Emotions (x̄ =4.36, SD =.71). The overall learning experience from clinical practice intensive care units had a statistically significant positive relationship with perceived self-development (r=.80, P<.01). According to the findings, clinical teachers should in crease learning experiences in clinical practice to promote students' self -development, especially in terms of emotional management and ability development To make students aware of self-improvement to be more effective and gain confidence in nursing practice.
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