Experience in clinical practice is a key determinant of the quality of service that a nurse provides. The experience indicates that an individual has had a chance in applying his or her skills in real life situations with regard to patient care. The chance of such professionals providing the best service as per the needs of individual patients is high. In their article, Solvik and Struksnes (2017) focused on studying this phenomenon. The research investigated the students experience prior to and after medical practice. The aim of the experiment entailed finding out the best method out of two learning session that is best to equip nurse students well for nursing practice. The investigators founded their study on the notable role clinical practice in influencing medical outcomes. The authors structured their research report well beginning with a concise and detailed abstract and introduction. A review of past studies and pieces of literature put their topic in perspective. Lastly, a focus on just one methodology – quantitative method – gave them the opportunity to dig deeper into the topic of study. Safe for a few limitations such as lack of a theoretical framework, Solvik and Struksnes (2017) research report approaches the standards of an excellent study.
The study investigated the best form of training for first-year nursing students regarding readiness for practice. Solvik and Struksnes (2017) used the research to answer the question whether theory or experiment is the best way to get students ready for practice. The study went deeper to investigate whether age had any impact on practice. In many cases, nursing studies focus on equipping students with theoretical knowledge from classroom. Without a doubt, such focus is vital for the development of a nurse. However, a hands-on profession such as nursing does not just require theoretical knowledge and skills. Nurses need to possess clinical practice skills even before the practice itself. Solvik and Struksnes (2017) used first-year students to investigate the concept. Their aim was to ensure that mastery of nursing skills does not just come from the theoretical knowledge that students obtain from classrooms but also from experimental knowledge from clinical practice environments. The studies Solvik and Struksnes (2017) cited in the introduction helped in putting the study in context. The studies proved that the concept of clinical practice experience is a popular phenomenon in studies emphasizing on the provision of the best quality of care. These studies enhance the relevance of the topic, especially in nurse training. The aim of nursing training is to prepare nurses for success in practice. Solvik and Struksnes (2017) concentrate on the topic of clinical practice with an objective that nurse training may improve its strategies. In a way, the study is essential in making sure that nurses come out of training ready for success in the practice environment. The study confirms that training institutions must improve their curriculums by adding emphasis on experimental knowledge.
Solvik and Struksnes (2017) failed to provide a section specifically meant for a review of literature but the studied used in the introduction section cover most of the functions of the absent part. While most studies have a review of literature section, the present study does not. However, this does not take anything away from the study. Solvik and Struksnes (2017) cited several pieces of literature in introduction. These studies are significant in placing the research in perspective. For instance, National Curriculum of Nursing (2008) notes the importance of clinical practice for nursing students. The piece serves to show the validity and relevance of the research question to nursing, as well as the healthcare industry. Other studies such as Jeffries & Battin (2011) focusing on clinical practice too, especially the use of simulation, to help nurses in applying their theoretical knowledge in real life scenarios. Some of the key concepts that the review focused on are clinical laboratory practice and simulation. In simulation, the authors tried to show that the students could gain practice skills through simulated events, which can replace clinical practice in certain situations. The review used studies ranging from fairly old to fairly new. Indeed, Solvik and Struksnes (2017) utilized studies ranging from year 2003 to 2016 in the study. The most probable reason for such uses is to encompass a large period giving them a chance to bring a deeper understanding on the subject. In the majority of cases, recent pieces are recommended. The reason for such recommendations emanate from the fact that healthcare keeps on evolving. However, some pieces from old literature such as theories have stood the test of time and hence relevant for any related study. The sources reviewed were useful for the study. However, a literature review section would have enhanced the study in terms of organization and understanding or the research topic.
The study does not have any theoretical framework although it does touch on the theory of learning by doing in the methodology section. The framework provides the path in which the study will take. Despite the mention, Solvik and Struksnes (2017) do not expound on the theory. The theory, which is part of John Dewey’s perspective on education states that education should represent real life perspectives (Williams, 2017). The theory fits the present study only that the researchers did not think of incorporating a theoretical perspective.
The study does not list its questions or assumptions but provides a list of objectives. From the list, independent variables included the learning sessions and age. Conversely, the dependent variables included student perceptions on the best learning session. The authors do not provide any operational definitions of the variables. However, a need never existed due to the simple nature of the study. In any case, the objectives cover the function of most of these factors.
The study focused on using a single design – quantitative approach. Solvik and Struksnes (2017) purposed on drawing inferences from the outcome of the research, which makes their reasoning deductive. The study, which used a questionnaire, relied on 160 students divided into study and control groups. The study used non-probability sampling after selecting students from two first-year classes, which makes it a cohort study. No mention reliability and the validity instruments exist, which may have a detrimental impact on the research. The authors did not mention any ethical considerations.
The study relied on SPSS software for analysis, which fits the type of data obtained after its completion. Investigators presented the results of the study in various tables. Such visual presentation makes it easy for the reader to decipher its actual meaning easily. One of the findings stated that a large number of the students (85%) agreed that clinical lab sessions provided the best way to prepare for practice (Solvik & Struksnes, 2017). From the results, the study recommended that nurse training find a way of increasing emphasis on clinical practice.
The study does not mention any limitation. However, a look suggests that several exist. First, the authors used first-year students. The use takes away from the fact that a longer duration in school might have readied these students even after using theoretical methods only. Nonetheless, the results of the current research provide an excellent path. One can use them to generalize other population albeit those with similar characteristics, that is, they must be first years too. Despite these limitations, the study does provide an important recommendation for nursing. Training should not just take a theory form. Learners should be able to gain experience by applying their learned skills.
Solvik and Struksnes’ (2017) study does not have a theoretical framework or a literature review section yet it passes on the message that clinical practice is vital in nurse training. The weaknesses of the study do not take away from the fact that Solvik and Struksnes (2017) managed to conduct a study that is relevant to nursing. Perhaps future research on the topic will try to eliminate these limitations with a view of attaining a generalizable outcome.