A comparison of student and faculty perceptions of clinical post-conference learning environment

Megel, Mary Erickson; Nelson, Audrey E.; Black, Joyce; Vogel, Jenilee; Uphoff, Megan

doi:10.1016/j.nedt.2011.11.021

Cited by 15 publications

(7 citation statements)

References 14 publications

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“…Megel, Nelson, Black, Vogel and Uphoff (2013) stated that the role of the CI is to help students to understand and find meaning in their clinical experiences. Morgan and Knox (1987) found that faculty and students perceived “best” clinical teachers as “skilled clinicians who took responsibility for their own actions” (p. 333).…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

2017

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To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience. Background: The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting. The clinical nursing experience is a vital component in the developmental process of the nursing student. Research has been done on this subject, but gaps remain. The need for a more in-depth understanding of students' perceptions of the characteristics and teaching techniques that best aid their comprehension and learning will help instructors to maximize student learning experiences in the practice setting. Method: This qualitative research study utilized the phenomenological research method. Three open-ended questions were posed to 14 nursing students to identify the characteristics and teaching techniques they believed comprised an effective clinical instructor. Individual interviews were conducted and transcribed interviews were reviewed to identify common themes. Three faculty members provided member checking to prevent bias by reviewing the transcribed interviews for common themes. Findings: Participants identified four main themes which include a trusting relationship, experience or knowledge, coach, and role model. The students found that they gained more knowledge, developed more critical thinking, and felt more confident with instructors who utilized characteristics and techniques from these four areas. Conclusion: Clinical instructors play an important role in preparing the student nurse in becoming a competent nurse in the practice setting. This information can be used to provide a foundation in creating an educational opportunity to inform nurse educators in the ways to become a more effective clinical instructor.

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Section: Discussionmentioning

confidence: 99%

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

2017

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Section: Practicum Supportmentioning

confidence: 99%

“…The importance of clinical debriefing sessions has been noted in the nursing literature (Galvin, Suominen, Morgan, O'Connell, & Smith, 2015;Megel, Nelson, Black, Vogel, & Uphoff, 2013;Potgeiter, 2012). Cited benefits include a reduction in clinical anxiety after particularly challenging clinical encounters (Galvin et al, 2015), as well as an opportunity to foster the development of nursing students' critical thinking and ability to make more sound nursing judgments (Megel et al, 2013;Potgeiter, 2012). However, in order to facilitate stimulating and transformative debriefing sessions, instructors must be well versed in the knowledge and skills required to help students learn from and grapple with encounters that are both clinically and ethically challenging.…”

Section: Practicum Supportmentioning

confidence: 99%

Nursing students' experiences of moral uncertainty in the context of global health practicums

et al. 2021

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“…Practice-based clinical education makes use of the knowledge and theory learned in lecture (Henderson & Tyler, 2011). Through clinical practice, nursing students can develop professional attitudes, nursing skills, decision making and critical thinking in real-world situations (Botti & Reeve, 2003;Hickey, 2010;Megel, Nelson, Black, Vogel, & Uphoff, 2013). It is expected that nursing students will learn much of the professional practice and the responsibilities of being a staff nurse through hands-on practice (Kragelund, 2011;Wolff et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Professionalism Is Priority for Macao Clinical Nursing Students: Focused Ethnography of Preceptors

Leong¹,

Clutter²

2020

IJoTE

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Clinical preceptors are primary mentors as well as important role models for nursing students who are learning skills, knowledge and critical decision-making in clinical practice. However, little is known about how the preceptors perceive nursing students during their practicum in a Chinese society. The study used a focused ethnography to explore clinical preceptor perceptions of nursing student performance in professional attitudes, knowledge, theory, and nursing skills. The preceptors were from critical-care, surgical, and medical units of hospitals, health-care centers, and nursing homes. Twenty clinical preceptors participated in 30-60 minute interviews that were transcribed and analyzed. One principal theme that emerged from the study was the need for greater professionalism. The nursing professional demeanor of students theme includes subthemes of active behaviors, having "heart" or attitude intent to learn to do the work of nursing, and demonstrating a professional image. If nursing students show these attributes during clinical experiences, it was believed that all other learning would take place easily. Academic educators and clinical preceptors are in the best position to foster student development and expressions of professionalism.

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A comparison of student and faculty perceptions of clinical post-conference learning environment

Cited by 15 publications

References 14 publications

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

Nursing students' experiences of moral uncertainty in the context of global health practicums

Professionalism Is Priority for Macao Clinical Nursing Students: Focused Ethnography of Preceptors

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