Contrary to classroom learning, clinical education in nursing happens in an elaborate medical learning setup that is swayed by numerous aspects. The setting offers a chance for many nursing learners to gain knowledge experimentally while changing theoretical facts to a range of psychological, psychomotor, and mental proficiencies that are crucial in patient care (O’Mara, McDonald, Gillespie, Brown, & Miles, 2014). The exposure of learners and their preparation to get into the medical setting are some of the significant aspects influencing the excellence of clinical education.
In my journey to become a professional nurse, there have been several barriers, which include behavioral and performance inconsistencies in the medical setting. Such changes may negatively influence the students’ learning, professional performance, and development in patient care (O’Mara et al., 2014). Discovering the challenges and problems facing me in the clinical learning environment and seeking the help of a counselor assisted in resolving the issues and contributing to bettering the process of my becoming professional, in addition to the improvement of my performance.
Because an optimal medical learning setting has a positive influence on the learner’s professional advancement, a poor educational environment could have had a negative effect on my journey to become a professional nurse. Were it not for the help of the educators, the unpredictable character of the medical training setting could have created setbacks that could have hampered my effective learning (O’Mara et al., 2014). Moreover, ineffective exposure to the clinical learning setting resulted in a high dropout level among my colleagues and nearly ruined my journey to become a professional nurse. However, the institution made changes to enhance students’ exposure as a means of boosting their performance in the medical profession.
Challenges in the nursing education may lead to students leaving the profession if not well addressed. Nursing educators have a major role in assisting students to overcome the challenges. Teachers ought to also treat the learners appropriately as it creates great zeal and enthusiasm for learning, in addition to enhancing self-assurance.
Reference
O’Mara, L., McDonald, J., Gillespie, M., Brown, H., & Miles, L. (2014). Challenging clinical learning environments: Experiences of undergraduate nursing students. Nurse Education in Practice, 14(2), 208-213.