Exploring the meaning of night shift placement in nursing
education: A European multicentre qualitative study

J 2020

Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO et. al.

Basic information

Original name

Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study

Authors

DOBROWOLSKA, Beata (616 Poland), Chiara VISINTINI (380 Italy), Andrea POKORNÁ (203 Czech Republic, belonging to the institution), CCarla NASCIMENTO (620 Portugal), Sonia FERRAO (620 Portugal), Katarina ZIAKOVA (703 Slovakia), Andrea SOLGAJOVA (703 Slovakia), Lubica RYBAROVA (703 Slovakia), Michal MACHUL (616 Poland), Giulia Lunazzi GORIZZA (380 Italy) and Alvisa PALESE (616 Poland, guarantor)

Edition

INTERNATIONAL JOURNAL OF NURSING STUDIES, OXFORD, PERGAMON-ELSEVIER SCIENCE LTD, 2020, 0020-7489

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

30307 Nursing

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 5.837

RIV identification code

RIV/00216224:14110/20:00117693

Organization unit

Faculty of Medicine

DOI

http://dx.doi.org/10.1016/j.ijnurstu.2020.103687

UT WoS

000600700000008

Keywords in English

Clinical learning environment; Ethical implications; European study; Metaphors; Night placement; Night shift; Nursing students

Abstract

V originále

Background: An appropriate clinical learning environment has been identified as pivotal in nursing undergraduate education and should be planned responsibly. Specifically, night shifts placements have been documented as an important opportunity for developing a full understanding of the nursing profession and the whole process of nursing care. However, night shifts during placement have been reported to be stressful and anxiety-provoking, so their usefulness for nursing students is still debated. Objectives: To elicit nursing students' perceptions of night shift placement through metaphors, with the aim of discussing the pedagogical and ethical implications. Design: A descriptive qualitative study was performed based on metaphors collected in an international cross-sectional study in 2016. Settings: A network comprising five Bachelor of Nursing Science degrees located in the Czech Republic, Italy, Poland, Portugal, and Slovakia was established. Methods: A total of 907 out of 1347 eligible nursing students from the five European countries described their learning experience on night shifts using a metaphor. Results: Overall, 288/907 (31.7%) metaphors emerged as being negative-oriented and 137/907 (15.1%) as positive, while the remaining students (482; 53.2%) did not report any metaphors. In all five countries, negative metaphors prevailed: 'Wasting time' (37/288), 'Useless' (32/288) and 'Handyman' (22/288) were the most negative reported metaphors on working a night shift. However, doing a night shift is also perceived as a 'Learning opportunity' (22/137), a 'New experience' (20/137) and an 'Opportunity to socialize with the profession' (14/137) as underlined by the positive metaphors. Conclusions: Students perceive night shift placements mainly as a negative experience, which has little to do with education. While planning night shift placements, nursing educators should responsibly consider the whole process of education, analysing not only the learning outcomes that should be achieved but also the position of students and their experience as a person. Clinical mentoring can be a key resource in supporting students in transforming their night shift placements' experiences into a more meaningful or worthwhile experience. Moreover, night shifts should be offered to more experienced students, independent in their self-learning processes and capable of managing the limited possibility of interacting with other team members and patients. (C) 2020 Elsevier Ltd. All rights reserved.

Citovat

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO, Katarina ZIAKOVA, Andrea SOLGAJOVA, Lubica RYBAROVA, Michal MACHUL, Giulia Lunazzi GORIZZA and Alvisa PALESE. Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study. INTERNATIONAL JOURNAL OF NURSING STUDIES. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD, 2020, vol. 112, Special issue DEC 2020, p. 1-11. ISSN 0020-7489. Available from: https://dx.doi.org/10.1016/j.ijnurstu.2020.103687.

@article{1725916,
   author = {Dobrowolska, Beata and Visintini, Chiara and Pokorná, Andrea and Nascimento, CCarla and Ferrao, Sonia and Ziakova, Katarina and Solgajova, Andrea and Rybarova, Lubica and Machul, Michal and Gorizza, Giulia Lunazzi and Palese, Alvisa},
   article_location = {OXFORD},
   article_number = {Special issue DEC 2020},
   doi = {http://dx.doi.org/10.1016/j.ijnurstu.2020.103687},
   keywords = {Clinical learning environment; Ethical implications; European study; Metaphors; Night placement; Night shift; Nursing students},
   language = {eng},
   issn = {0020-7489},
   journal = {INTERNATIONAL JOURNAL OF NURSING STUDIES},
   title = {Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study},
   url = {https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub},
   volume = {112},
   year = {2020}
}

TY  - JOUR
ID  - 1725916
AU  - Dobrowolska, Beata - Visintini, Chiara - Pokorná, Andrea - Nascimento, CCarla - Ferrao, Sonia - Ziakova, Katarina - Solgajova, Andrea - Rybarova, Lubica - Machul, Michal - Gorizza, Giulia Lunazzi - Palese, Alvisa
PY  - 2020
TI  - Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study
JF  - INTERNATIONAL JOURNAL OF NURSING STUDIES
VL  - 112
IS  - Special issue DEC 2020
SP  - 1-11
EP  - 1-11
PB  - PERGAMON-ELSEVIER SCIENCE LTD
SN  - 00207489
KW  - Clinical learning environment
KW  - Ethical implications
KW  - European study
KW  - Metaphors
KW  - Night placement
KW  - Night shift
KW  - Nursing students
UR  - https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub
L2  - https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub
N2  - Background: An appropriate clinical learning environment has been identified as pivotal in nursing undergraduate education and should be planned responsibly. Specifically, night shifts placements have been documented as an important opportunity for developing a full understanding of the nursing profession and the whole process of nursing care. However, night shifts during placement have been reported to be stressful and anxiety-provoking, so their usefulness for nursing students is still debated. Objectives: To elicit nursing students' perceptions of night shift placement through metaphors, with the aim of discussing the pedagogical and ethical implications. Design: A descriptive qualitative study was performed based on metaphors collected in an international cross-sectional study in 2016. Settings: A network comprising five Bachelor of Nursing Science degrees located in the Czech Republic, Italy, Poland, Portugal, and Slovakia was established. Methods: A total of 907 out of 1347 eligible nursing students from the five European countries described their learning experience on night shifts using a metaphor. Results: Overall, 288/907 (31.7%) metaphors emerged as being negative-oriented and 137/907 (15.1%) as positive, while the remaining students (482; 53.2%) did not report any metaphors. In all five countries, negative metaphors prevailed: 'Wasting time' (37/288), 'Useless' (32/288) and 'Handyman' (22/288) were the most negative reported metaphors on working a night shift. However, doing a night shift is also perceived as a 'Learning opportunity' (22/137), a 'New experience' (20/137) and an 'Opportunity to socialize with the profession' (14/137) as underlined by the positive metaphors. Conclusions: Students perceive night shift placements mainly as a negative experience, which has little to do with education. While planning night shift placements, nursing educators should responsibly consider the whole process of education, analysing not only the learning outcomes that should be achieved but also the position of students and their experience as a person. Clinical mentoring can be a key resource in supporting students in transforming their night shift placements' experiences into a more meaningful or worthwhile experience. Moreover, night shifts should be offered to more experienced students, independent in their self-learning processes and capable of managing the limited possibility of interacting with other team members and patients. (C) 2020 Elsevier Ltd. All rights reserved.
ER  -

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO, Katarina ZIAKOVA, Andrea SOLGAJOVA, Lubica RYBAROVA, Michal MACHUL, Giulia Lunazzi GORIZZA and Alvisa PALESE. Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study. \textit{INTERNATIONAL JOURNAL OF NURSING STUDIES}. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD, 2020, vol.~112, Special issue DEC 2020, p.~1-11. ISSN~0020-7489. Available from: https://dx.doi.org/10.1016/j.ijnurstu.2020.103687.

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