Bridging the Gap between Theory and Practice through Early Clinical Training in Nursing Program: Students’ Perspectives

Background: Developing high-quality nursing curricula is essential in nursing schools. To prepare undergraduate nursing students for their future profession’s requirements, it’s essential to immerse them into a multi-dimensional educational journey through Early Clinical Experience (ECE), where they can bridge the gap between theoretical knowledge and competencies. Aim of the Study: This study aimed to assess the perspectives and satisfaction of undergraduate nursing students towards early clinical training to improve students’ skills and ensure their readiness for future nursing careers. Method: Mixed-method study was conducted to determine the nursing students’ perspectives on early clinical training. One hundred and twenty nursing students were selected from year 1 and year 2 as a convenient sample from a private nursing school. The used questionnaire consisted of four domains: organization and structure of early clinical training, implementation of early clinical training, the clinical instructor, and advantage of early clinical training. Moreover, qualitative part was conducted through focus group. Results: The majority of students reported high levels of satisfaction with implementing the early clinical training program with the four domains of the survey, in the across educational years comparison, year 1 nursing students were more satisfied with their pre-clinical preparation and orientation program, while year 2 students were more satisfied with their clinical instructors during the early clinical training program. Moreover, the qualitative analysis revealed five themes which are: The effect of ECE on professional identity development, Factors affecting the. implementation of ECE, the challenges of ECE implementation, Overcoming the challenge of the ECE implementation, Institutional organization to support ECE. Conclusion: undergraduate nursing students appreciate the opportunity given to them by assigning them to clinical settings in the early stages of their studies, they demonstrated high satisfaction rates and shed some light on areas for improvement that can overall enhance their early clinical training experience. Major Findings: Students are provided with unique learning opportunities through early clinical experience. Early clinical experience enhances students’ readiness and communication skills, not only with patients, but also with their peers, preceptors, and other healthcare team members. Active involvement in hands-on experience in the clinical settings develops professional identity and provides continuous observation, guidance, and feedback in the same settings.