A Conceptual Framework of the Characteristics of the Clinical Faculty Members in Medicine

Ahmady, Soleiman; Afshar, Leila; Dehghan, Mohammad Sadegh; Javidan, Fatemeh

doi:10.5455/jcmr.2020.11.01.37

Cited by 2 publications

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“…In the spirituality season; the symphonic researcher has features such as self‐awareness, positive self‐concept, 29 beautiful mental experience, feeling of acceptance, positive emotions, individual transcendence toward a larger capacity for love and knowledge, positive feeling of mutual relationship, and holisticism 30,31 . Also, ethics, 23 commitment, honesty, humanity, trust, and value 32 are necessary for the ethics season. The esthetics season is completed with feelings of empathy and harmony, innovation, artistry, love, 29,30 and passion in the symphonic researcher.…”

Section: Methodsmentioning

confidence: 99%

Concept analysis of the Four‐Season‐Symphony of Intellectuality–Spirituality–Ethics–Esthetics (FSS: I SEA) in nursing research

et al. 2021

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Background The Four‐Season‐Symphony of intellectuality, spirituality, ethics, and esthetics (FSS: I SEA) in nursing research is a new concept that has not been addressed in previous nursing theories and studies. Aim This study was conducted to clarify the concept of the FSS: I SEA in nursing research. Design Wilson's method of concept analysis was used. Data Source Empirical and conceptual literature. Review Method This study has been conducted based on Wilson's 11‐step approach by searching keywords with Symphony, Rationality, Intellectuality, Spirituality, Ethics, Esthetics, and Nursing research in databases including Google Scholar, PubMed, Scopus, CINAHL, Sid, Oxford Dictionary, Dehkhoda Dictionary, and nursing theory textbook. Results and Conclusion Richness and elegance of the symphony in nursing research cannot be achieved by a single‐tool benchmark; rather, a more integrated assessment can be achieved with the use of a tool combining different intellectuality, spirituality, ethics, and esthetics tools. This symphony contains a philosophical and deep understanding of the meanings of researcher, research problem, research process, and symphonic product. Through identifying the facilitators and barriers of this concept, nursing researchers, professors, and practitioners will be able to design and implement their research activities on FSS basis to pave the way for the continued transcendence of comprehensive nursing care.

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Section: Methodsmentioning

confidence: 99%

Concept analysis of the Four‐Season‐Symphony of Intellectuality–Spirituality–Ethics–Esthetics (FSS: I SEA) in nursing research

et al. 2021

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Competency domains of educators in medical, nursing, and health sciences education: An integrative review

et al. 2022

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Items mapped to multiple domains are marked with *(two categories), †(three), and ‡(four) Teaching and Facilitating LearningActively engaging learners (Bing-You et al. 2009) Apply basic instructional skills (Olivares et al. 2017) Being a teacher (Ahmady et al. 2020) Clinical preceptor (Walsh et al. 2015) Clinical supervisor (Kleiman and Mooney 2008) Clinical teaching (Heflin et al. 2009) Commitment to teaching (Walter et al. 2018) Content (of teaching and learning) (STP Presidential Taskforce 2013) Delivery of teaching (Yeates et al. 2008) Direct teaching and supervision (Geraci et al. 2010) †Education (teaching, curriculum, assessment) (Kuhn et al. 2002) Educational action (Görlitz et al. 2015) Educational supervision and support (EURACT 2012) Encourages self-directed learning (Harris BJ et al. 2012) Excellence in scholarly teaching (Harris BJ et al. 2012) Excellence in teaching practice (Sawatzky et al. 2009) Execution (of teaching) (Molenaar et al. 2009) Facilitate learning (National League for Nursing 2005; Knox et al. 2020) Facilitate student development (Walter et al. 2018) Facilitate student learning (Poindexter 2013) Facilitate the learner's educational goals (Bing-You et al. 2009) *Facilitates learning and creates effective learning environments (Young et al. 2010) †Facilitating (learning, professional development, assessment) (Ross and Stenfors-Hayes 2008) Facilitating learning (Tucker 2017) Facilitation of learning (Canadian Nurses Association 2004; Gueorguieva et al. 2016) Facilitator (Harden R.M. and Crosby 2000) *Facilitator and mentor (Harden R. M. and Lilley 2018) Fosters effective teaching and learning relationships (Young et al. 2010) Foster learning in the clinical setting (Olivares et al. 2017) General pedagogical knowledge (Moynihan et al. 2015) Goal setting and individual teaching (Hsu et al. 2014) Guiding personal and professional development (of learners) (Academy of Medical Educators 2010; London Deanery 2014) Implements innovative teaching strategies (Wyman et al. 2019) Information provider (Harden R.M. and Crosby 2000) *Information provider and coach (Harden R. M. and Lilley 2018) Instructional methods (STP Presidential Taskforce 2013; Gardner et al. 2017) Interpersonal and communication skills (in teaching) (Srinivasan et al. 2011; Brink et al. 2018)

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A Conceptual Framework of the Characteristics of the Clinical Faculty Members in Medicine

Cited by 2 publications

References 0 publications

Concept analysis of the Four‐Season‐Symphony of Intellectuality–Spirituality–Ethics–Esthetics (FSS: I SEA) in nursing research

Concept analysis of the Four‐Season‐Symphony of Intellectuality–Spirituality–Ethics–Esthetics (FSS: I SEA) in nursing research

Competency domains of educators in medical, nursing, and health sciences education: An integrative review

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