Clinical teachers’ approaches to nursing

Abstract

Awareness of complex approaches to nursing may be required for multidisciplinary care.

Teaching in higher education in nursing: an integrative literature review

“…One of the key aspects in the literature with regard to the plurality of activities of nursing teachers. Awareness of this complex approach is needed, as well as the promotion of integration between clinical nurses and nursing teachers in order to facilitate the teaching-learning process (25)(26)(27) . On the other hand, a traditional vision, not only of education, but also the of the profession, still strongly linked to the biomedical character and charitable actions, is present (15,28) .…”

“They can crush you”: Nursing students’ experiences of bullying and the role of faculty

“…If, for example the faculty member highly values a certain characteristic and the student doesn't clearly display that characteristic, the student could be appraised negatively. [35] In addition, clinical faculty may experience role confusion regarding their duties to students, staff, and clients, which can result in unsupportive responses to students. As a result, faculty can have difficulty negotiating "territory, competing priorities and varying expectations".…”

“…[20] Faculty bullying of students reveals inconsistencies or biases in teaching practices. Forbes [35] described faculty members' idealistic archetypes about what nurses are and the image they should portray. These constructs can contribute to faculty bias and potentially evaluating students unfairly.…”

Identifying at Risk Individuals for Drug and Alcohol Dependence

“…The combination classroom, simulation, clinical setting approach 12,14,15 successfully provided the foundation for SBIRT clinical practice. Because a 15-week clinical setting rotation affords beginning skill development, the recommendation for additional student-patient interactive practice is not surprising.…”

“…9 Competent screening to advocate sound patient care planning and interventions requires integrating theoretical concepts with clinical knowledge and skills using effective learnercentered strategies and techniques to ensure competency development in the clinical setting. 12,14,15 SBIRT Core: Motivational Interviewing Techniques MI is a communication technique developed by Miller 16 and Miller and Rollnick 17 to engage patients in an interview process focusing on behavioral change incorporating 4 general principles: expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy. [9][10][11] Drawing on the facilitatory style of learning advocated by Banning, 12 the purpose of this article was to describe the approach applied by nurse educators and clinical instructors to enhance student SBIRT competency for use throughout their professional career.…”