Maintaining Clinical Credibility as a Nurse Teacher in a Postgraduate Tertiary Specialization Program

Nahas, Violeta Lopez

doi:10.1097/00002800-200007000-00012

Cited by 7 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, applicants with a minimum of clinical work experience should be selected when recruiting nursing lecturers and instructors. According to Nahas, an instructor should have at least 5 years of experience in clinical practice, be able to express their experiences to students, educate using new approaches such as role-playing, and ultimately provide an environment for better learning to be able to function properly using such approaches [12] . Ousey stated that lecturers are considered as a source of support for teaching and internships.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the ndings obtained from the reviewed studies, it can be concluded that clinical credibility of nursing lecturers is more related to the practical experience and skills of instructors. Therefore, strategies should be adopted to improve or maintain the clinical credibility of the lecturers [11,12] . Various studies have addressed and explored strategies for maintaining and improving clinical credibility based on the experiences of clinical instructors, and conducting a review study can integrate results of such studies.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Strategies for maintaining and improving clinical credibility of nursing lecturers: A meta-synthesis study

Soodmand

Mohsenizadeh

Meshkinyazd

et al. 2022

Preprint

View full text Add to dashboard Cite

Background: After the academization of nursing, obtaining, maintaining, and promoting of clinical credibility of nursing lecturers have always been a matter of challenge. Various studies have explored strategies for maintaining and promoting clinical credibility and a review study can integrate these results. This review study was conducted to evaluate strategies for maintaining and promoting clinical credibility of nursing lecturers.Methods: This study was designed based on Noblit and Hare's qualitative meta-synthesis. Studies on clinical credibility of nursing lecturers were collected in the databases of Science Direct, PubMed, Scopus, and Eric from 2000 to 2021. Finally, after reviewing the full texts and applying the evaluation criteria, 12 articles were included in this review. Each selected article was reviewed and key concepts extracted from each study were compared with other studies for final interpretation of clinical credibility of nursing lecturers and approaches for its improvement.Results: We found that, clinical credibility of nursing lecturers has been interpreted as sufficient and appropriate experience and skills of lecturers in most of articles. Strategies for maintaining and promoting clinical credibility were organized into one main category and five subcategories, including clinical care, clinical links, transfer of skills, clinically orientated research, and motivational factors.Conclusion: According to the results of the study, it is necessary to pay attention to the dimensions of being involved in care, establishing clinical communication, transferring skills, conducting clinical research and paying attention to motivational factors to develop and maintain the clinical credibility of nursing teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Strategies for maintaining and improving clinical credibility of nursing lecturers: A meta-synthesis study

Soodmand

Mohsenizadeh

Meshkinyazd

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…There is a dearth of research regarding the role of faculty and expectations of clinical competency. Nahas described nursing education in cosmopolitan Hong Kong noting that nursing faculty, as in Pakistan, are not responsible for clinical supervision of students 1 . However, she advocated nursing faculty maintaining clinical credibility, or competence, as faculty are accountable for students’ learning regardless of the classroom or clinical setting.…”

Section: Introductionmentioning

confidence: 99%

Defining the cultural milieu for implementing faculty practice in Pakistan

Upvall

Kanji

Jaffer

et al. 2002

Int J of Nursing Practice

View full text Add to dashboard Cite

Faculty practice can promote a collaborative partnership mutually beneficial to both nursing education and service. However, little is known about its implementation in developing countries. The purpose of this study was to explore the potential for introducing faculty practice within the cultural milieu of Karachi, Pakistan. Focus groups of nursing faculty, staff and students were conducted in various settings: government, semigovernment and private institutions to elicit the data. Data analysis revealed that a more comprehensive definition of faculty practice is needed that will provide the foundation for a culturally acceptable model of faculty practice in Pakistan. Hierarchy dominates the current cultural milieu and must be addressed before faculty practice can be implemented.

show abstract

“…There is evidence to suggest that many in the nursing profession believe that nurse educators must work in clinical practice in order to be clinically credible (Aston, Mallik, Day, & Fraser, 2000;Goorapah, 1997;Nahas, 2000). Calpin- suggests that rather than saying nurse educators are totally removed from the practice or patient-centred world they should be considered as having a person-centred perspective where their area of specialisation and expertise is with student nurses.…”

Section: Clinical Credibilitymentioning

confidence: 99%

An Exploration of the Preparation of New Zealand Nurse Educators for their Role in Teaching Postgraduate Clinical Nursing Courses

Skally¹

View full text Add to dashboard Cite

<p>Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was my assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. The Statistical Package for Social Sciences (SPSS Version 12) was used to analyse the data, and descriptive statistics along with non-parametric testing was undertaken. There were three open-ended questions included in the questionnaire and these were analysed thematically. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand.</p>

show abstract

Maintaining Clinical Credibility as a Nurse Teacher in a Postgraduate Tertiary Specialization Program

Cited by 7 publications

References 13 publications

Strategies for maintaining and improving clinical credibility of nursing lecturers: A meta-synthesis study

Strategies for maintaining and improving clinical credibility of nursing lecturers: A meta-synthesis study

Defining the cultural milieu for implementing faculty practice in Pakistan

An Exploration of the Preparation of New Zealand Nurse Educators for their Role in Teaching Postgraduate Clinical Nursing Courses

Contact Info

Product

Resources

About