Clinical Instruction: Using the Strengths-Based Approach with Nursing Students

Abstract

Clinical instruction experience can vary significantly based on the needs of the organization and the individual characteristics of instructors and students. Clinical instructors may encounter difficulties in their relationships with students, such as personality conflicts, differences in style and values, and limited skill levels or a lack of interest on the part of students. To reduce obstacles when working with challenging students, a strengths perspective approach is recommended. This framework emphasizes discovering, affirming, and enhancing the capabilities, interests, knowledge, resources, goals, and objectives of individuals. The strengths perspective can provide an innovative framework for working with nursing students, one that emphasizes student empowerment, collaborative learning, and mutual growth. Strength-based strategies for supervision of students in clinical placements are shared, highlighting the practical application of the framework's tenets.

Evaluation Versus Instruction – Inherent Conflict In Clinical Instructors’ Roles In Nursing Education

“…Gaberson and Oermann (2007) described a model of strengths based on interaction between clinical instructors and students. The strengths aspect is a practical approach that enables flexible working relationships based on principles of self-regulation, empowerment, reciprocity, cooperation, and reflecting http: //dx.doi.org/10.15405/epsbs.2018.06.6 Corresponding Author: Neomi Dar Cohen Selection and peer-review under Clinical instructors must recognize and appreciate students' beliefs, previous experiences, and their fears, so as to help them formulate good outcomes, both in their relationships with patients, and in their personal growth as nurses (Cederbaum & Klusaritz, 2009). …”

Weekly clinical synopsis: Piloting an innovative clinical teaching strategy

“…These include but are not limited to clearly outlining performance criteria for evaluation, [1,2] insuring that students clearly understand the difference between input on clinical learning and summative evaluation of their overall success or failure, [6] providing input on students' learning needs or expectations [5] and accomplishments including their strengths in a positive way to enhance their performance, [7] motivating, [8][9][10][11][12] empowering, [13,14] and bringing about desired behavioral changes needed to work independently and as a team player in a clinical group. Clinical educators need to develop innovative ways to overcome these considerable challenges and continue to make an effort to develop partnerships with students that promote effective interpersonal relationships.…”

Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences

“…A technique to incorporate the strengths perspective in a way that is "empowering" is to offer students the opportunity to lead a session using skills and knowledge from the practice setting. [9] Furthermore, evidence suggested that empowered students tend to be successful in school and after graduation. [23] Since this learning activity is open and self-directed, learners are able to use this opportunity to facilitate their own learning goals, which may include practice for the National Council Licensure Examination (NCLEX).…”

“…A study using a strengths-based approach in clinical teaching suggested that this approach promotes student empowerment, collaborative learning, and mutual growth. [9] Informed by experiences of this study, we explored the design and implementation of a strengths-based activity during clinical reflection seminars.…”