Introduction: Nursing of critically ill patients is complex and demanding. Students are integrated into this environment during their clinical practice. Putting their previously acquired knowledge to use during their clinical practice can be hard for many students. Supporting and unsupporting factors play an important role in the learning process. Purpose: The purpose of this diploma work is to introduce clinical practice in the intensive care unit emphasizing the grades and students’ experience connected to the theoretical and practical knowledge, fear, expectations, working with a mentor, and positive and negative experience. Methods: A descriptive work method was used. The clinical practice experience was explored by surveying 95 third-year students from the undergraduate programme Nursing (full-time and part-time students) at the Faculty of health sciences, University of Ljubljana. The survey took place after the clinical practice from this field was finished, from march until june 2017. Results: The interviewees estimated that they haven't obtained enough theoretical and practical knowledge before the clinical practice, but they haven't recognised any problems when transferring their knowledge to the clinical environment. After the end of their clinical practice they have estimated that they had obtained the highest possible level of new knowledge and skills. Before the beginning of the clinical practice the students pointed out fear due to the expected complex treatment of terminally-ill patients, the use of technologically advanced equipment, difficult communication with an unconscious patient, expected severe health conditions of the terminally-ill patients and expected problems with integration into their team. Even after the clinical practice they have estimated the work in the intensive care unit as very stressful and demanding. The clinical practice was highly anticipated by most of them (46, 48 %). Mostly they confirmed their satisfaction with the performance of the clinical practice. The relations with their mentors were respectful (78, 82 %). The most positive experience was the possibility to actively participate and work (66, 69 %). The most negative experience in their opinion was the excessive experience of patient’s condition (45, 47 %). Discussion and conclusion: Our research, as many others, shows the importance of theoretical and practical preparation of students before clinical practice. The interviewees confirmed the need for prior simulation of clinical practice. The student in an intensive care environment needs its mentor's continuous supervision and support. It is very important for the clinical mentor and other employees to be at students' disposal for a conversation in case of a stressful situation. The interviewees were well received in the departments. Clinical training met their expectations, despite the fear they felt before it started
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