I will share my recent experience in the clinical area with level 3 nursing students specifically rotated in the medical-surgical ward of a government hospital. This clinical rotation is important because it helps students connect their classroom learning with real-life situations (NuCM 116). In this setting, students encounter a variety of patients and observe numerous medical and surgical cases. They get to practice many nursing skills, ranging from basic care to more complex procedures, under my guidance or that of the staff nurses. Collaborating with doctors and other healthcare professionals or teams also helps students develop essential teamwork and communication skills, which are vital for providing quality patient care.
However, there are challenges in this clinical environment, with regards to student learning. The hospital often faces shortages of medical supplies, malfunctioning equipment, and insufficient staffing. Additionally, caring for seriously ill patients and witnessing health inequalities can be stressful for the learners, making support and resilience crucial. Sometimes, negative attitudes from certain staff members can intimidate students, hindering their ability to ask questions or seek help.
To ensure that students gain valuable experience during their clinical rotations, I need to make the most of this opportunity. Although I am already familiar with this clinical environment due to my previous employment, preparation is still essential. Hospital staff should be clarified about their roles, the student’s learning levels, the expected outcomes, and their responsibilities in the evaluation process. Additionally, preparing students before their clinical rotation (cognitively, psychomotor, and affective), conducting debriefing sessions afterward, and providing feedbacks are crucial components of this process.
