Perceived challenges of nurse educators while teaching undergraduate nursing students in Pakistan: An exploratory mixed-methods study

Younas, Ahtisham; Zeb, Hussan; Aziz, Shadia Begum; Sana, Sedira; Albert, Jacoline Sommer; Khan, Inam Ullah; Inayat, Shahzad; Khan, Farida Himat; Rasheed, Subia Parveen

doi:10.1016/j.nedt.2019.07.002

Cited by 29 publications

(41 citation statements)

References 12 publications

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“…After data analysis, some participants were contacted to obtain feedback on the generated themes and categories. Further details of the study methodology are reported elsewhere …”

Section: Methodsmentioning

confidence: 99%

“…The details of the mixed-methods study are reported elsewhere. 25 The data gathered during the qualitative phase of the mixed-methods study provided greater insights into the organizational factors affecting nurse educators' psychological empowerment in educational settings.…”

Section: Designmentioning

confidence: 99%

“…The mixed‐methods study entailed three phases: (a) a qualitative phase to develop a deeper understanding of the experiences of nurse educators in Pakistan; (b) to develop a questionnaire to measure nurse educators’ challenges while teaching nursing students; and (c) to conduct a survey about nurse educators’ challenges using the newly developed and validated questionnaire. The details of the mixed‐methods study are reported elsewhere . The data gathered during the qualitative phase of the mixed‐methods study provided greater insights into the organizational factors affecting nurse educators’ psychological empowerment in educational settings.…”

Section: Introductionmentioning

confidence: 99%

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Nurse educators’ perceived organizational factors affecting their psychological empowerment: An exploratory qualitative study

et al. 2019

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Background Organizational culture affects nurse educators’ psychological empowerment. Limited research exists on the organizational culture and psychological empowerment in nursing educational environments and about the type of organizational factors affecting nurse educators’ psychological empowerment. Aim To explore nurse educators’ perceived organizational factors that affect their psychological empowerment. Methods A qualitative descriptive exploratory study was drawn from a larger sequential exploratory‐mixed‐methods study. Semi‐structured interviews were conducted with 12 educators with both clinical and educational experience. The data were analyzed using thematic analysis. Results We generated three themes: poor organizational structure, dynamics of educators–academic administrators’ relations, and educational tools and physical environment. The educators perceived factors were poor organizational structure, lack of collaboration across institutions and regulatory bodies, condescending attitudes of administrators and educators toward novice educators, limited teaching aids and scholarly resources, poorly defined roles, and underdeveloped and inconsistent curricula. Conclusions The identified organizational factors should be addressed to enhance educators’ psychological empowerment so that they can effectively teach students. Emphasis should be placed on developing collaboration among educators, academic administrators, and regulatory bodies to address these factors. Further quantitative research is warranted to assess the degree and strength of association of these factors with psychological empowerment.

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“…After data analysis, some participants were contacted to obtain feedback on the generated themes and categories. Further details of the study methodology are reported elsewhere …”

Section: Methodsmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nurse educators’ perceived organizational factors affecting their psychological empowerment: An exploratory qualitative study

et al. 2019

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“…University-based nursing degree programmes have been demonstrated to produce graduates who can positively influence the health outcomes of the patients under their care. In as much as these programmes are underpinned by strong quality assurance mechanisms within the university and from professional regulation, the clinical teaching within such programmes remains a challenge within low resource settings (28). In these settings, the nurses in practice do not have university degrees but are expected to be engaged in the clinical teaching of the nursing students enrolled in university-based nursing degrees.…”

Section: Resultsmentioning

confidence: 99%

“…In a content-based programme, nursing students are taught and assessed on specific content in the classroom while learning in the clinical environment runs parallel and may not be aligned with the content being taught (27). Due to the heavy content load and content-driven assessments, nurse educators are often found teaching in the classroom and relinquishing all clinical teaching to nurses in practice (28).…”

Section: Discussionmentioning

confidence: 99%

Clinical teaching of undergraduate nursing students: Are the nurses in practice in Uganda ready?

Drasiku

Gross

Jones³

et al. 2020

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Background: Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and are incompetent in moulding the clinical reasoning processes which is inherent within degree education. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of undergraduate nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.Methods: A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from ARRH who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.Results: The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “ Willingness to teach undergraduate students ” “ Perceived attributes of undergraduate students ”, and “ The clinical practice environment ”.Conclusion: The nurses in practice need support in the execution of the clinical teaching role of undergraduate nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

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Mixed‐methods study protocol for explanation of pregnant women’s concerns about antenatal anomaly screening process: Designing, implementing and evaluation of intervention

et al. 2021

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Chromosomal disorders with a prevalence of 4 in 1,000 live births are among the important determinants of paediatric health and a healthy population. Trisomies constitute almost half of all chromosomal abnormalities (Wellesley et al., 2012). Down syndrome is the most common non-lethal trisomy and occurs one per 740 live births in the United States (Parker et al., 2010), indicating an increase of approximately 33% compared with the late 1970s (Shin et al., 2009). This increase in prevalence is associated with increased maternal age in this period. According to the guidelines of the American College of Obstetrics and Gynecology, all pregnant women should be offered aneuploidy screening or diagnostic testing in early pregnancy (ACOG & May, 2016).

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Perceived challenges of nurse educators while teaching undergraduate nursing students in Pakistan: An exploratory mixed-methods study

Cited by 29 publications

References 12 publications

Nurse educators’ perceived organizational factors affecting their psychological empowerment: An exploratory qualitative study

Nurse educators’ perceived organizational factors affecting their psychological empowerment: An exploratory qualitative study

Clinical teaching of undergraduate nursing students: Are the nurses in practice in Uganda ready?

Mixed‐methods study protocol for explanation of pregnant women’s concerns about antenatal anomaly screening process: Designing, implementing and evaluation of intervention

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