The Oral Shift in Learning of Nursing Students - Research Paper Example

The Oral Shift in Learning of Nursing Students The phenomenon of interest has been clearly identified by the authors’ as they state that oral shift reporting is a stage where information about the patient and the ward scenario in general is exchanged between involved nursing professionals’, harboring nuances of professional learning in the process. The authors’ have attempted to identify crucial aspects of oral shift reporting which could have implications on gain in knowledge through dialogue with experienced professionals. A qualitative format for their research design has been advocated as suitable by the authors’ on the basis of their research design which involved direct observation of the exchange between nursing students’ (NSs) and their respective supervisory staff’ during oral shift reporting, and through appropriately structured interviews to access the individual opinion of the participants in this study. The expected data for analysis being qualitative in nature justifies the methodology of research selected by the authors’. The philosophic underpinnings of research have been aptly discussed by the authors as they state that appropriate clinical experience is necessary for professional growth and development. Transfer of information in the form of oral shift report (OSR) has been identified as an important juncture wherein vital information pertinent to quality and continuity of patient care is exchanged (Skaalvik et al, 2010). The authors’ therefore, stress upon the fact that OSR can exert significant influence on learners’ (NSs) knowledge as their innate curiosity can be satisfied by sharing experiences with knowledgeable and well informed senior nurses’. They have tried to evaluate the significance of this fact through a well-structured but confined study by specifically evaluating the experiences of NSs at three institutions’ within Norway. The authors’ have built upon a basis for this research by citing pertinent observations and studies conducted in the past on this particular aspect, pinpointing the importance of practical experience along with theoretical knowledge in a nurse’s professional growth. Purpose The purpose of this study has been explicitly defined by the authors’ as an endeavor to ascertain the influences during OSR which could impact the learning experiences of NSs by direct observation in clinical settings where this practice is routine. They identified three nursing homes (NHs) within Norway where NSs usually are sent during the third year of their training to get firsthand experience under the guidance of nursing supervisors’. They carefully selected 12 participants and an equal number of nursing supervisor’s as participants’ in this study. The projected significance to the field of nursing has been described by the authors’ as reinforcement of theoretical knowledge by tackling real-life scenarios in consultation with experienced staff. Method The qualitative design of this study in the form of direct observation followed by semi-structured interviews’ was based upon the validity of such methods as evidenced through cited literature by the authors’. The selected three nursing homes (NHs) had identical staff-patient ratios and catered to identical patient-care scenarios. The number of participants’ in the study was however quite low (12, with 1 dropping out), which could have influenced the results of this study. Larger participation is essential to draw pertinent inferences. However, as the first author was the lone direct observer and semi-structured interviews were held at the end of this period, the study was capable of providing an indicative illustration of the effects and influence of OSRs on the participants’ gain in knowledge. The frequency and duration of OSRs at the three NHs were carefully examined and adequate care was exercised to time the observational studies in accordance with the aims of the study. Sampling The selection of the participants’ was meticulous though the authors could have involved more to enhance numerical strength. However, as the first author was the sole direct observer, she was able to concentrate effectively on the chosen participants’. All participants were third-year nursing students who had been assigned duties in three different NHs for practical experience. The sampling was therefore adequately purposeful and the participants satisfied the criteria for providing information in accordance with the aims of this study. Data Collection Observational data has been collected with meticulous detail as the number of participants’ was less. An equal number of nursing supervisors’ were involved and the information collected was first-hand. Timing of field observation was synchronized with the OSRs at the three participating institutions. The period of collection was 10 months which is an appreciable period of time. Semi-structured interviews at later stage were transcribed and recorded according to the prevalent standards of such data collection which have been described in detail by the authors’. Data Analysis Data analysis was meticulous and according to the proscribed standards of such data evaluation. Descriptive categories, themes and sub themes were condensed and derived using standard protocol of qualitative data analysis. Common themes were identified and extracted from the collected data. Data has been presented in fully comprehensible tabulated form and the reader is convinced with the methodology of analysis as explained by the authors’ in their citations about the credibility of the methods chosen by them. Credibility, Auditability & Fittingness The study is credible as the common biases were taken adequate care of. The participants’ behavior was unaffected during observation as claimed by the authors’. Moreover, all participants were eager to enhance their knowledge and expressed dissatisfaction when their opinions and queries went unanswered. Time constraint during OSR was identified as an obstacle to learning in the OSRs. As recognized methods were used for collection and analysis of data, the results and inference seems credible and is definitely auditable as meticulous procedures were followed to identify the emerging themes. Findings The recent trend of favoring silent reporting instead of face-to-face OSRs has been considered as disadvantageous to the learning process as inferred from the results of this study. Dialogue and critical reflection with experienced nurses’ during OSRs have been identified as critical to the learning process in real life clinical scenarios. Experience in such OSRs enables young nursing students’ to better identify the physical, social and psychological needs of the patients. More time needs to be allocated and discussions need to be conducted with more depth to satisfy the requirements of young nursing practitioners. Conclusion, Implications and Recommendations Corroboration of the authors’ findings by both the nursing students as well as the nursing supervisors about the importance of oral exchange at OSRs in enhancing the practical knowledge in caring for the ailing patient strengthens the theoretical knowledge base of nursing students’. Exchanges at OSR need to be more compressive and nuances of patient care need to be discussed thoroughly instead of sparse, dismissive dialogues. Views of enlightened students’ need to be respected and their apprehensions addressed adequately by experienced supervisors. This is a vital aspect of practical training which can assist in preparing nursing practitioners to handle the complexities of patient care in their future career. Reference Skaalvik, M. W., Normann, H. K. & Henrikson, N. (2010). To what extent does the oral shift report stimulate learning among nursing students? A qualitative study, Journal of Clinical Nursing, Vol. 19, pp. 2300-2308. Read More