Clinical nursing instructors' perceived challenges in clinical teaching

2017 ◽  
Vol 15 (1) ◽  
pp. 50-55 ◽  
Author(s):  
Cheng-I Yang ◽  
Shu-Yuan Chao
Keyword(s):  
Clinical Teaching ◽  
Clinical Nursing ◽  
Clinical Nursing Instructors

scholarly journals Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

2021 ◽  
Author(s):  
Shourangiz Beiranvand ◽  
Sima Mohammad Khan Kermanshahi ◽  
Robabeh Memarian
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Medical Science ◽  
Role Modeling ◽  
Clinical Nursing ◽  
Part Time ◽  
Additional Support ◽  
Clinical Nursing Instructors

Abstract Background: Clinical education competencies are a core requirement for clinical nurse instructors, contributing toward better the learning outcomes of students in the clinical settings. Awareness of nursing instructor's perception is essential for designing nursing professional development programs. This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education. Methods: A qualitative design, based on the content analysis approach was used. Eighteen clinical nursing instructors and five nursing students from Lorestan University of Medical Science(LUMS), were selected via a purposeful sampling method. Data were collected using a semi structured in-depth interview method, from October 2018 to February 2019. The interviews were recorded, transcribed verbatim, and analyzed with using Graneheim and Lundman methods. Results: Analysis of nursing instructors' perceptions of clinical education competencies identified four main categories and eight sub-categories. The main categories included; (I) tasks oriented education; (II) guiding and supporting nursing students; (III) organizing communication skills and (IV) professional-ethical role modeling Conclusions Although academic clinical faculties and part time clinical nursing instructors reported a high level of knowledge and confidence in their ability to establish communication skills, role modeling and nursing students’ supervision, Part time clinical nursing instructors, also identified the need for additional support for their clinical teaching roles. They were not prepared enough for clinical teaching roles; their perception of clinical educational skills was tasks oriented education. The development, implementation, and evaluation of curriculum based on clinical competency with structured mentoring processes for part time clinical nursing instructors are recommended, in order to meet the knowledge gap that has been created.

scholarly journals Dilemmas of clinical teaching

Curationis ◽  
1992 ◽  
Vol 15 (4) ◽  
Author(s):  
L.R. Uys
Keyword(s):  
Nursing Education ◽  
Clinical Teaching ◽  
Clinical Nursing ◽  
Education Association

Talk given at a conference on Teaching Clinical Nursing organised by the Nursing Education Association in East London on September 1992.

scholarly journals Human anatomy and clinical nursing practice

2020 ◽  
Vol 10 (10) ◽  
pp. 13
Author(s):  
Lilian Rubinho Ratero ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Lilian Castiglioni ◽  
Nádia Antônia Aparecida Poletti ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Professional Training ◽  
Nursing Practice ◽  
Clinical Teaching ◽  
Human Anatomy ◽  
Care Process ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses.  The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

scholarly journals Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

2017 ◽  
Vol 7 (10) ◽  
pp. 109 ◽  
Author(s):  
Mary Asirifi ◽  
Linda Ogilvie ◽  
Sylvia Barton ◽  
Patience Aniteye ◽  
Kent Stobart ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Educational Institution ◽  
Teaching Model ◽  
Clinical Nursing ◽  
External Stakeholders ◽  
Clinical Nursing Education ◽  
Learning Issues

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals Exploring the reasons for novice nurse educators’ transition from practice to academia in Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258695
Author(s):  
Timothy Tienbia Laari ◽  
Felix Apiribu ◽  
Philemon Adoliwine Amooba ◽  
Adwoa Bemah Boamah Mensah ◽  
Timothy Gazari ◽  
...  
Keyword(s):  
Data Analysis ◽  
Clinical Setting ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Structured Interview ◽  
Teaching Staff ◽  
Flexible Work ◽  
Novice Nurse ◽  
Clinical Nurses ◽  
Clinical Nursing

Background There is an increasing transition rate of experienced clinical nurses from practice to academia. When nurses transition from practice to academia for the right reasons, it culminates in job satisfaction and retention. Thus, understanding what attracts clinical nurses to academia is an important consideration for employing and retaining competent nurse educators. Yet, there are gaps in research about what motivates nurses to transition from practice to academia within the Ghanaian context. This study aimed to explore the reasons for novice nurse educators’ transition from practice to academia in three Health Training Institutions in the Upper East Region of Ghana. Methods This qualitative descriptive phenomenology study used a purposive sampling method to select 12 novice nurse educators. Data were collected using a semi-structured interview guide through individual face-to-face in-depth interviews. Written informed consent was obtained and interviews were audio-taped and transcribed verbatim. Data analysis was done manually guided by Colaizzi’s method of data analysis. Results Novice nurse educators transitioned from practice to academia because they were dissatisfied with their clinical nursing practice, they wanted more flexible work, they wanted to work autonomously, and they previously taught their clients in the clinical setting. Four themes emerged namely: (1) dissatisfied with clinical nursing, (2) quest for flexible work role, (3) quest for work autonomy, and (4) previous clinical teaching. Conclusion The reasons for transitioning from practice to academia were mostly born out of novice nurse educators’ previous negative experiences in the clinical setting which ought to be considered in the recruitment and retention of teaching staff to train the future nurses. There is the need to revise and implement a tutor recruitment policy that takes into account, what attracts clinical nurses to the academic setting.

scholarly journals Professional nurses as reflective clinical learning facilitators

Curationis ◽  
1998 ◽  
Vol 21 (2) ◽  
Author(s):  
M. Chabell
Keyword(s):  
Nursing Education ◽  
Clinical Teaching ◽  
Care Service ◽  
Health Care Service ◽  
Clinical Learning ◽  
Continuous Assessment ◽  
Teaching Management ◽  
Role Modelling ◽  
Clinical Nursing ◽  
Professional Nurses

With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts) were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

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