Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student

Abstract

<jats:title>Abstract</jats:title><jats:p>The interdependence of student learning strategies and teacher’s pedagogical practices is critical to clinical practice learning. While research demonstrates that formative assessment feedback is important for student learning, clinical teachers do not necessarily have the competencies to provide effective feedback to support students’ self-regulated learning (SRL). An examination of clinical education through SRL lenses articulates two roles for clinical teachers in nursing clinical education: self-regulated learner and self-regulated teacher. Teachers as self-regulated learners are practice-content experts and must also learn how to explicitly help students become self-regulated learners. The latter is the self-regulated teacher role, and a self-regulated teacher is an effective clinical teacher. Minimal research addresses the ways in which clinical teachers’ effectiveness could be improved if they took on a self-regulated teacher role. A model of SRL and teaching in clinical practice education is presented and its potential to enhance clinical teacher effectiveness and student SRL articulated.</jats:p>

Fostering self-regulated learning in higher education: Making self-regulation visible

“…The strength of evidence highlighting self-regulation amongst these participants suggests that educator self-regulation plays an important role in the way these educators foster student self-regulated learning. This is not the first report of such a phenomenon in the literature, which suggests that effective educators selfregulate their learning and their teaching (Filice et al, 2020;Harding et al, 2018) and that educators becoming more self-regulated is the first step in helping students achieve self-regulated learning (Kramarski, 2018).…”

“…Just as self-regulated learning behaviours are influenced by personal and environmental factors, so too is the teaching of self-regulated learning (Paris and Winograd, 2003). For example, an educator’s own skills and engagement in self-regulation can play a role in their teaching of self-regulated learning (Butler and Schnellert, 2010, 2012; Filice et al, 2020; Harding et al, 2018; Kramarski, 2018; Peeters et al, 2014; Van Eekelen et al, 2005; Zimmerman and Moylan, 2009). Environmental influences on teaching practices may include disciplinary teaching traditions, departmental teaching cultures and educators’ own study experiences (Lindblom-Ylänne et al, 2011).…”

A Student Evaluation of an Occupational Therapy Apprenticeship

“…Effective Mentors are known to improve workplace learning, especially for skills such as resilience (Metso & Kianto, 2014;Kao et al, 2014), and encourage a sense of belonging (Brand, 2020). However, mentors need to be trained to develop the skills necessary to support apprentices effectively (Filice et al, 2020). The Trust and the University provided mentors with training and it appears that this enhanced the support network for the students: "we've gone on the journey together learn ing and finding what's right and what's wrong together" (Amrit) and mentors have "taken time to listen and give me different ideas and different opportunities to develop learning" (Molly).…”

“…Student learning has evolved from a process where an expert transfers knowledge into a more student-focused approach, whereby learning is an active process and the teaching role is that of facilitator (Mathieson, 2015). The role of mentorship has been identified as important in the education of apprentices, in terms of both facilitating learning and enabling apprentices to settle into their teams (Brand, 2020) Filice et al, (2020 discuss the importance of developing self-regulated learners and the need for teachers to be given the skills to facilitate this process. The development of the supervisor and learner relationship has been identified as an area for future research (Attenborough et al, 2019).…”

In COVID-19, Unmet Needs of Nursing Students Participating in Limited Clinical Practice

“…In the course of education for nursing students, clinical practice is an essential factor in inducing learning through self-regulation and reflection while experiencing practical clinical field 1 . In addition, the Korea Nursing Education Evaluation Institute suggests that nursing students conduct more than 1,000 hours of clinical practice during the curriculum 2 .…”