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

Abstract

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.

Clinical Instructor's Behaviors as Perceived by Themselves, Students and Nursing Faculty Staff

“…Therefore, the CI is responsible for managing, educating and supporting the nursing students during clinical practice that is most effective for facilitating learning process. When CIs are clinically competent, they can more easily establish a safe environment for clinical learning, facilitate student learning, and aid students to provide patient care (20).…”

The Effectiveness of Clinical Instructor Behavior on Competence Achievement of Midwifery Clinical Practices

“…Students find that they gain more knowledge, develop more critical thinking and feel more confident with instructors who utilize characteristics and techniques [14]. The instructor's role in nursing practice has initiated changes in how clinical instructors are used and supports positively contributing to outcomes related to context-relevant curriculums which eventually foster future nurses with the ability to make a difference in the health care system [15].…”

Development and Validation of Clinical Nursing Teacher Self-Efficacy Scale and Investigation of Self-Efficacy among Clinical Nursing Teachers

“…CNTs are considered to be able to guide differences between students and nurses; it means the difference from theory to practice; the gap between theory and practice is defined as the difference between knowledge and theory learned by student nurses in the classroom and their practical experience in clinical settings [5]. CNTs must create a supportive learning environment to achieve learning integration, especially the learning environment related to differences in theory and practice in the clinical environment [6].…”