Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment

Abstract

The current nursing profession is challenged with a decreasing supply of competent clinical teachers due to several factors consequently impacting the quality of nursing education. To meet this demand, academic nursing programs are resorting to hiring expert nurses who may have little or no teaching experience. They need support during their transition from practice to teaching. Using the systematic approach of a Rapid Evidence Assessment (REA), scholarly literature was reviewed to identify existing professional development needs for novice clinical teachers as well as supportive strategies to aid the transition of experienced nurses into teaching practice. The REA included 29 relevant studies. Findings revealed three main professional development needs for novice clinical teachers and key supportive strategies. Based on these findings recommendations for best practices to support and prepare novice clinical teachers are presented.

The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence

“…Participants identified formal preparation methods as the most valuable to their confidence development. This finding is consistent with previous studies reporting CliNEs’ need for formal preparation (Warren & Denham, ), more particularly, CliNEs require preparation programmes that help them understand how best to use adult learning theory to promote student learning and teaching in clinical environments (Cangelosi, Crocker, & Sorrell, ; Jetha et al., ).…”

“…The need for comprehensive preparation for CliNEs before undertaking the clinical teaching role has been emphasized in previous studies (Andrews & Ford, 2013;Jetha, Boschma, & Clauson, 2016).…”

“…In particular, activities such as formal preparation and structured mentorship have been suggested (Cangelosi, 2014;Jetha et al, 2016). Anibas et al (2009) further indicate that CliNEs need to be equipped with skills to teach and evaluate students in clinical settings.…”

Clinical nursing instructors' perceived challenges in clinical teaching

“…In line with the perspectives of Jetha et al (), some CNIs in this study lacked a sense of belonging in the setting and spoke about their “visitor status.” This explains the importance of building positive relationships, communication, and coordination between CNIs and the clinical unit staff, as reported by the participants in this study. From their perspective, building a positive and cooperative relationship with the clinical staff was crucial for effective clinical teaching and also for surviving.…”

“…The relationships among nurse educators, nursing students, and staff within the clinical area vary. Regardless of whether a position is full‐ or part‐time, in most cases, a nurse educator who teaches practice skills is paid by one institution to work in another, making them “visitors” who lack a sense of belonging in the setting (Jetha, Boschma, & Clauson, ). These observations are quite similar to the authors' perceptions of CNIs' circumstances in Taiwan.…”