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Was the research question clearly defined?

             The research question was not clearly defined or stated in this study.  However, the aim and objective of the study is well written.   “The aim of this study was to explore how nursing students understand learning within residential aged care” (Moquin et al., 2018, p. 1).  This study is pertinent because there is research that suggests a decline in nursing students having a desire to take care of the elderly after they graduate (Moquin et al., 2018).  

         Importance of the Study

              This study takes a look at what learning can look like for nurses in a residential aged care (RAC) facility.  The study brings awareness to the fact that nursing students need to be made more aware of the educational opportunity there is in a RAC facility as new nurses.  “Placement within RAC settings, though traditionally used early in nursing programs for education on basic nurse competencies, offers potential for advanced knowledge and practice” (Moquin et al., 2018, p. 2).  Older adults in RAC facilities have the potential to offer nursing students a wide variety of educational opportunities because students are meeting older adults with often comorbidities and an extensive past medical history.  Nursing instructors can work towards pairing up new nursing students with older adults in the clinical setting, and positively influence their students in regards to caring for the older adults.  The goal is to educate nursing students to learn about geriatric nursing care, without forming a bias prior to gaining the experience (Insun et al., 2019).  

Who was Studied?

There were 15 nursing students in their second year, 2 instructors, 8 site staff, and 5 residents from the RAC facility included in this study (Moquin et al., 2018).  The instructors were contracted nursing professors that the university hires to facilitate clinical placements for their students.  

Study Design and Collection and Analysis of the Data

            This qualitative study used a participatory action research approach, and this study reports analysis based off of one clinical placement, including small groups of 7-8 nursing students (Moquin et al., 2018).  The collection of data was done by conducting interviews for the nursing students before and after their placement.  The residents and staff were only interviewed after the clinical placement was completed.  The participants wer asked four open-ended questions.

Quality of the Evidence and Opinions about the Study

This study is most certainly important because the data supports the literature review that most nursing students are disinterested in caring for the older adult population.  This study did show that the further the nursing student is in their training, the more confidence they gain personally and professionally which translated into managing a clinical placement with older adults at a RAC facility.  The nursing instructors that were assigned to this clinical placement were not faculty at the nursing school, and I believe that this can also impact a student’s ability to trust their teacher and allow them to lead them during clinical placements.  Potentially if the clinical instructors were from the nursing school, they might have a personal relationship with these students which could enhance the learning experience for everyone involved.  Students offered insight that they wished they were paired with more RN’s during the placement at the RAC because they would be able to align themselves clinically with what it would look like as a nurse to work in such a facility (Moquin et al., 2018).  I would argue that holding individual interviews with the students might have been beneficial in gauging how they felt the placement helped them grow personally and educationally.   Students can sometimes be nervous to talk about their opinions in front of a group of peers, especially if they are insecure themselves.  I would argue that having a more organized plan as to what the students were expected to do with their older adults they were paired with, may have taken the nervousness of the students away, forcing them to dive right into their clinical placement.  Further research is definitely recommended in this field because the reality is that nursing students will be taking care of the older adult population when they become professionals, especially if they work in an inpatient hospital setting.  

 

References

Jang, I., Kim, Y., & Phoebe, S.  (2019).  Nursing students willingness to care for older adults.  

             Nursing faculty publications, 4, 1-10.  

Moquin, H., Seneviratne, C., & Venturato, L.  (2018).  From apprehension to advocacy: A

             qualitative study of undergraduate nursing student experience in clinical placement in

             residential aged care.  BMC Nursing, 17(8), 1-11.  

 

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