Student Perceptions of Clinical Instructor Characteristics Affecting Clinical Experiences

Reising, Deanna L.; James, Breya; Morse, Ben W.

doi:10.1097/01.nep.0000000000000241

Cited by 34 publications

(18 citation statements)

References 6 publications

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“…There was a concern expressed by students that the nursing educational system was not truly comprehending the workload and pressures it was imposing on those in the student role, from the number of assignments they were given to the complexity of the material being learned during their educational journey to the combination of clinical placement and academic expectations that needed to be met in a short period of time. This same concern has been expressed by student nurses in numerous other studies, such as Dimkpa and Inegbu (2013), Reising et al (2018), and Ab Latif and Mat Nor (2019). As one student in this study noted, the stressful workload and high set of expectations led to student nurses feeling as if their "walls [were] closing in" and left them particularly susceptible to making an error.…”

Section: Perceptions Of Nursingsupporting

confidence: 73%

“…Instructors viewed the establishment of appropriate and accessible supports as an important recognition of the difficulty that they often face in making allocation and consequence decisions that can significantly impact a student's academic and personal journey. Reising et al (2018) have similarly confirmed the key role of healthcare facilities and educational institutions in ensuring that appropriate processes are in place to orient and mentor clinical instructors.…”

Section: Perceptions Of Supportsmentioning

confidence: 62%

“…Given the level of instructor backing for both formal and informal support systems however, instructors and educational institutions might consider two parallel support tracks -acknowledging instructors who want to seek information from informal mentors of their choice while also instituting a more formalized program of mentorship to ensure that all instructors receive and implement similar direction (Melrose et al, 2015). Mentoring of clinical instructors by others who are both experienced and high-performing is considered best practice in the context of clinical education, and such opportunities should be fostered by educational institutions and healthcare facilities alike (Nick et al, 2012;Reising, James, & Morse, 2018) A number of instructors did identify a desire for increased formal, written documentation to help them understand what they needed to do in an error situation, who to notify, and what consequence options would be available to choose from. This same desire for clear and easy-to-follow written direction about post-error expectations was reported by many nursing faculty members in Disch et al (2017).…”

Section: Perceptions Of Supportsmentioning

confidence: 99%

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The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Schiller¹

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A medication error committed by a student nurse during a clinical placement often results in the student fearing its potential impact on the patient, unit staff, and the student's educational journey. Student nurses must navigate two parallel systems during a clinical placement-the educational system and the healthcare system-and there can be confusion about what each requires of the student. Neither of these systems contain clear direction for managing studentcommitted medication errors and for allocating associated responsibility and accountability. This exploratory mixed methods study examines the process by which responsibility and accountability for a student-committed medication error is allocated and the factors that influence that allocation decision. It describes key features of an ideal allocation process and suggests reasons why the current allocation process often does not meet those requirements. Qualitative data were analyzed through interpretive description and quantitative data were analyzed using descriptive statistics. The results were situated, interpreted, and triangulated within a critical realism philosophical framework. An ideal post-error environment must incorporate a just culture. Since students must navigate both the educational institution and the healthcare facility environments during a clinical placement, a just culture must permeate both. However, students are instead colliding with a post-error environment that they perceive as not meeting key ideals of a just culture: fairness, transparency, minimization of fear, and dedication to learning. Findings of this study can be used to drive change that will better support those who are involved in a post-error process, and decrease the significant inconsistencies that are currently of particular concern.

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Section: Perceptions Of Nursingsupporting

confidence: 73%

Section: Perceptions Of Supportsmentioning

confidence: 62%

Section: Perceptions Of Supportsmentioning

confidence: 99%

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The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Schiller¹

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“… described a nursing faculty member as someone who supervises the clinical education of student nurses in the clinical setting, while Kube defined that as someone who plans and conducts teaching and instruction among nursing students both in the clinical realm and classroom. The literature identifies key roles that nursing faculty can play such as collaborator, director of student learning, clinical supervisor, instructional leader and role model . Although the literature has used various terminologies for the role, nursing faculty are vital for the successful achievement and acquisition of essential nurse competencies that are required when students assume professional nursing roles through the provision of positive learning experiences .…”

Section: Introductionmentioning

confidence: 99%

Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

Labrague

McEnroe–Petitte

D’Souza

et al. 2019

Scandinavian Caring Sciences

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Aims Nursing faculty members play a pivotal role in the achievement of nursing students’ learning outcomes. A broader understanding of what constitutes effective teaching is essential in order to ensure that effective learning takes place in the clinical area. This review sought to identify the most and least effective nursing faculty characteristics as perceived by nursing students. Methods An integrative review of the literature was undertaken. Studies were sourced from the following electronic databases: PsycINFO, PubMed Central, CINAHL, Medline and Scopus. An electronic search of relevant studies published between 2001 and 2017 was conducted using the following search terms: ‘nursing’, ‘students’, ‘nurse faculty’, ‘nurse tutor’, ‘nurse educator’, ‘effective’, ‘clinical education’, ‘effectiveness’, ‘clinical instructor’, ‘nurse instructor’, ‘teaching behaviour’, and ‘teaching characteristics’. Findings Twenty‐nine articles met the inclusion criteria. This review revealed that nursing students value nursing faculty's competence and interpersonal skills over their personality traits. Furthermore, the review highlighted that there exists a lack of studies that examine individual factors, which may influence nursing students’ choice of teaching behaviours. Future studies linking teaching behaviours and nursing student learning outcomes are recommended. Conclusion Nursing faculty must strive to improve their professional competence and interpersonal skills in order to better provide quality education to nursing students.

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“…Related studies done previously were focused on describing how frequently each effective clinical teaching attributes were implemented by clinical educators (4,(14)(15)(16). In addition, none of these studies identified factors associated with effective clinical teaching practice (ECTP).…”

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confidence: 99%

Effective Clinical Teaching Practice and Associated Factors among Midwifery Educators in Public Universities of Ethiopia, 2019

Kitaba

Gebrehiwot

Belachew

2019

Preprint

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Background: Despite the fact that effective clinical teaching realistically enhances learners to be competent, in Ethiopia only 31.6% of midwifery graduates passed the national standard of competence for graduation in 2013. Likewise, evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia. As a result, this study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in Public Universities of Ethiopia. Methods: Institution based cross-sectional study was conducted among midwifery educators in Ethiopia in April, 2019. A total of 424 educators were randomly selected to participate in this study. Data were collected through email then entered into Epi-data version 3.1 and transported to SPSS version 23 for analysis. The data presented using frequency, percentage and tables. Multivariable logistic regression analysis was done to identify associated factors of effective clinical teaching practice. The odds ratio at 95% confidence interval used to ascertain association. Statistical significance declared at P<0.05. Results: Only 178(47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95%CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95%CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95%CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95%CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95%CI=2.43, 9.25), using performance based assessment tool (AOR =1.82; 95%CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95%CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice. Conclusions: Less than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators’ clinical teaching experience, training and adhering to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, the educators should adhere to the standards for effective clinical teaching and receive trainings on effective teaching. Key words: Effective clinical teaching, associated factors, Midwifery educators, Ethiopia

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Student Perceptions of Clinical Instructor Characteristics Affecting Clinical Experiences

Abstract: Nurse educators can use the results of this study to target hiring and placing of desired characteristics of clinical instructors and to support mentoring programs that promote clinical teaching excellence.

Cited by 34 publications

References 6 publications

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

Effective Clinical Teaching Practice and Associated Factors among Midwifery Educators in Public Universities of Ethiopia, 2019

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