Characteristics of Effective Simulated Clinical Experience Instructors: Interviews with Undergraduate Nursing Students

Abstract

Effective clinical nursing instructors are essential for maximizing nursing students' educational experience. Due to a shortage of clinical placement sites and advancements in technology, nursing students are increasingly learning clinical judgment and decision making in the simulated clinical experience (SCE) with human patient simulators. In this environment, SCE instructors help students acquire knowledge and skills in decision making in a controlled, risk-free, hospital-like clinical environment. Using informal student interviews, this study examined nursing student perceptions of the characteristics of an effective instructor in the simulated clinical experience. To capture information about the characteristics of effective SCE instructors, interviews were conducted with students (N = 8) from two universities in Northern California. All participants had experience working with human patient simulators in the simulation laboratory. Students identified six themes for SCE instructors: Personality, Teaching Ability, Evaluation, Nursing Competence, Interpersonal Relationships, and Realism. Further research on the similarities and differences of this new educational environment is recommended.

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

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Preparing Nurses for the New World Order

“…6 Faculty who use simulated clinical experiences need to be trained in how to design the scenarios, operate the technology, and effectively facilitate critical thinking and reasoning through debriefing skills. 7 Regulatory and accrediting bodies set minimum requirements and guidelines for faculty about educational and experiential preparation. The Faculty Qualifications Committee of the National Council of State Boards of Nursing, 8 with input from representatives from the American Association of Colleges of Nursing, the Commission of Collegiate Nursing Education, the National Association for Practical Nurse Education and Service, the NLN, and the National League for Nursing Accrediting Commission, recommends that nursing faculty in RN programs have either a master's degree or a doctoral degree in nursing with preparation in the science of nursing with clinical practice and graduate preparation in teaching and learning, including curriculum development and implementation.…”

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“…Peran pembimbing klinik akan menentukan dalam pencapaian kompetensi pembelajaran khususnya kompetensi terkait keselamatan pasien. Hal ini sejalan dengan yang disampaikan oleh Parsh (2010), bahwa pembimbing klinik yang memiliki pengetahuan dan keterampilan yang baik, maka akan dapat membantu mahasiswa untuk memperoleh pengetahuan dan keterampilan. Pembimbing klinik sangat berperan dalam proses pembelajaran klinik bagi mahasiswa untuk mencapai tujuan pembelajaran (Johnson, 2011;Jecklin, 2009).…”

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