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How do medical and nursing students experience emotional challenges during clinical placements?
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0002-3027-514X
Karolinska Institutet.
Karolinska Institutet.
Karolinska Institutet.
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2018 (English)In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 9, p. 74-82Article in journal (Refereed) Published
Abstract [en]

Objectives: To investigate which kinds of situations medical and nursing students found emotionally challenging during their undergraduate education, and how they managed their experiences.

Methods: This study used an exploratory research design. We gathered qualitative data using an open-ended questionnaire distributed to students in the middle and at the end of their education. In total, 49 nursing and 65 medical students participated. Also, five students were interviewed individually to acquire richer data. Data were analysed using narrative thematic analysis.

Results: Medical and nursing students experienced a range of situations during their undergraduate education that they found emotionally challenging, mainly during clinical placements. The students’ narratives concerned confronting patients’ illness and death, unprofessional behaviour among healthcare professionals, dilemmas regarding patient treatment, students relating to patients as individuals and not diagnoses, and using patients for their own learning. The narratives concerned both the formal and the hidden curriculum, i.e., what is included in the profession (confronting illness and death), and what is not (unprofessional behaviour among healthcare professionals). Students managed their experiences by talking to trusted peers or supervisors, and by getting used to these situations.

Conclusions: Despite the different knowledge, experiences, and conditions for medical and nursing students, our findings suggest that their experiences of emotional challenges are similar. Support and opportunities to talk about these experiences are important. Teachers, supervisors, and students need to be aware that students might experience emotionally difficult situations, and that the students need time for reflection and support.

Place, publisher, year, edition, pages
2018. Vol. 9, p. 74-82
Keywords [en]
Emotional aspects, student experiences, nursing education, medical education, narrative inquiry, qualitative analysis
National Category
Educational Sciences Learning
Identifiers
URN: urn:nbn:se:kth:diva-224941DOI: 10.5116/ijme.5a88.1f80ISI: 000428475000001OAI: oai:DiVA.org:kth-224941DiVA, id: diva2:1193865
Note

QC 20180328

Available from: 2018-03-28 Created: 2018-03-28 Last updated: 2018-04-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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