Professional approach: The key feature of effective clinical educator in Iran

Nabavi, Fatemeh Heshmati; Vanaki, Zohreh

doi:10.1016/j.nedt.2009.07.010

Cited by 42 publications

(35 citation statements)

References 28 publications

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“…This study is congruent with past research done which has identified the characteristics of a clinical instructor (Papp, Markanken & Von-Bonsdroff 2003;Heshmati-Nabavi & Vanaki 2010;Gignac-Caille & Oermann 2001). …”

Section: Resultssupporting

confidence: 91%

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Hewitt-Thompson¹,

Rae²,

Anderson-Johnson³

2016

IJN

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This study explored baccalaureate students' perception of the characteristics of an effective clinical instructor utilizing the Whitehead Characteristics of Effective Clinical Instructor Rating Scale. The instrument is a 39 item 5 point Likert-type scale that measures, interpersonal relationships, personality traits, teaching practices, knowledge and experience, and evaluation procedures. This descriptive, cross-sectional study utilized a sample of 110randomly selected second and third year students from an urban school of nursing. Results showed that students regarded all characteristics as important (m= 4.05 to 4.76). A comparison of the means for the characteristics of an effective clinical instructor by year group, showed significant differences between the year groups for all five categories (p= 0.0001). A comparison of the mean characteristics of effective clinical instructors by age groups revealed statistically significant differences between the mean scores of interpersonal relationship (p= .005), personality traits (p= .024), teaching practices (p= .027) and evaluation procedures (p= .047). Students placed high levels of importance on the characteristics of the Clinical instructor. Therefore to ensure a suitable environment for learning, nursing schools could establish interactive feedback sessions with students and clinical instructors to ensure both groups have an understanding of their expectations of each other.

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Section: Resultssupporting

confidence: 91%

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Hewitt-Thompson¹,

Rae²,

Anderson-Johnson³

2016

IJN

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“…Interestingly, both streams of participants (faculty and students) rated having clinical nursing skills as one of the best characteristics that make clinical teachers competent to teach in the practice areas. [19,20] The importance of having enough clinical experiences was also reported by Saudi nursing students to be one of the essential aspects that every teacher must possess. [6] Based on this evidence, it would be useful for CTs to have lived and worked in various nursing practice settings including where students seek their practice experiences prior to assuming a teaching position.…”

Section: Discussionmentioning

confidence: 99%

Transitioning from nursing student to clinical teacher in Saudi Arabia

Aldawsari

Babenko-Mould²,

Andrusyszyn

2015

JNEP

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Despite the remarkable growth in programs and educational facilities in Saudi Arabia (SA) since 1969 when nursing education was introduced, and the influx of government funding to advance nursing education, nursing is often not considered to be a desirable career option or a valued profession in SA. The main socio-cultural reasons contributing to this issue are that nurses traditionally work in mixed-gender environments for long hours and during night shifts, which would cause many female nurses to be away from their families. Thus, newly graduated nurses tend to be employed in roles that are highly respected by society, such as in clinical teaching. However, most novice clinical teachers have not benefitted from front-line nursing experience or formal preparation as educators. Therefore, the purpose of this descriptive qualitative study was to explore Saudi Arabian nursing clinical teachers' (CTs) (n = 5) experiences of clinical teaching and engaging in student evaluation while employed in a nursing education program in SA. The findings emphasize the struggles experienced by CTs with clinical teaching roles and responsibilities, including student evaluation. Suggestions regarding how teaching roles, responsibilities, and evaluation could be enhanced are also shared. This study was the first study to explore the experiences of nursing clinical teachers in SA.

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“…Other study findings also indicated that clinical instructors believed that they need to be a role model and source of sup-port to students. [20,21] In an American qualitative study consisting of interviews with 21 adjunct clinical faculty, nurse clinicians who were hired on a semester-to-semester basis, participants saw their clinical educator roles as coaching students, providing a safe learning environment, and guiding them in their learning. [14] With more time with students, student-instructor relationships can develop and grow and student are more easily supported and challenged in their ways of thinking-students are more at ease and encouraged to ask questions.…”

Section: Relationships With Studentsmentioning

confidence: 99%

The evolving role of a clinical instructor in an integrated undergraduate nursing curriculum

O'Rae

Langille

et al. 2016

JNEP

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Undergraduate nursing curriculum is changing to keep pace with the healthcare system. As a result, nursing faculties must consider innovative approaches to clinical instruction. In 2010, one nursing faculty transformed the traditional sessional clinical instructor role into a Nursing Practice Instructor role in order to facilitate the integration between theory and practice in both on and off campus settings. This descriptive qualitative study involved conversational interviews led by Nursing Practice Instructor peer-researchers to elicit the perceptions of how roles have changed from that of a sessional instructor. Eligibility for participation included all Nursing Practice Instructors who previously held a role as a sessional instructor in the same faculty. Data Analysis was done using a content analysis approach where themes within each guiding question were identified and then compared for congruency and further interpretation. Participants felt that there were differences between the sessional Clinical Instructors and Nursing Practice Instructor roles and expectations and as a result of this change, they were more invested in their teaching role based on their ability to integrate the curriculum, the opportunity to engage in the faculty, and contribute to student learning in a more significant way. Overall, the Nursing Practice Instructor role has initiated changes in how clinical instructors are employed and supported, contributing positively to the outcomes associated with an integrated, context-relevant curriculum, and ultimately, fostering future nurses with the ability to make a difference in the healthcare system.

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Professional approach: The key feature of effective clinical educator in Iran

Cited by 42 publications

References 28 publications

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Transitioning from nursing student to clinical teacher in Saudi Arabia

The evolving role of a clinical instructor in an integrated undergraduate nursing curriculum

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