From Classroom Learning to Clinical Practicum: Qualitative and Quantitative Evaluation of Undergraduate Students’ Learning in Adult Nursing

Abstract

Abstract Background: Because the nursing field is both theoretical and practical, it is crucial that the connection between the two is reflected in the curriculum. Objective: This study investigated educators’ perspectives on the contribution of Adult Nursing classrooms to clinical learning. Methods: Data were gathered from 153 retrospective records of undergraduate nursing students, 32 clinical facilitator feedback reports on students' practicum, and 12 in-depth interviews. The study was conducted in Taiwan between February and September 2019. Quantitative results were analyzed using appropriate descriptive and inferential statistics, while qualitative data were analyzed using content analysis following the COREQ guidelines. Results: Research findings indicate a positive relationship between classroom learning and practical application in Adult Nursing. Specifically, the study revealed that theoretical (β=.246; t=3.03; p <.005) and laboratory (β=.201; t=2.25; p = .014) components of Adult Nursing are strong predictors of success in the practicum. This highlights the importance of gaining theoretical knowledge and clinical experience. The teaching and learning experience in the Adult Nursing practicum can be categorized into three stages: struggling to adapt, improving care abilities, and revising guidance plans. There were several phases throughout the internship, including orientation, assessment, implementation, evaluation, and independent work, which lasted several weeks. Conclusion: The quantitative results indicated that the scoring system was consistent and reliable. The predictors highlight the accumulation of theoretical knowledge, laboratory skills, and clinical experience. Students struggled to adapt to the Adult Nursing practicum due to the unfamiliar work environment and care roles. Positive feedback from clinical instructors encouraged and motivated students to improve their clinical performance, which enabled them to work independently in the third week. The results offer valuable insights into the facilitators’ perspectives on students' clinical learning. The study found a positive correlation between academic performance and practical application, contributing to the overall organization of the Adult Nursing course.