The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence

Nguyen, Van N.B.; Forbes, Helen; Mohebbi, Mohammadreza; Duke, Maxine

doi:10.1111/jan.13737

Cited by 17 publications

(22 citation statements)

References 46 publications

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“…Previous work in this area has reported on the preparation of nurses to be clinical educators and facilitators for undergraduate or preregistration students (Andrews & Ford, ; Hewitt & Lewallen, ; Lee et al, ; Nguyen et al, ) but there is little understanding of how specialist nurses and facilitators are prepared to facilitate learning during CPD. This study provides insight into the perceptions of specialist nurses and facilitators of an EDP designed to prepare them to teach about end‐of‐life care to generalist front‐line staff.…”

Section: Discussionmentioning

confidence: 99%

“…In training to deliver end-of-life care, Selman et al (2015) found Previous work in this area has reported on the preparation of nurses to be clinical educators and facilitators for undergraduate or preregistration students (Andrews & Ford, 2013;Hewitt & Lewallen, 2010;Lee et al, 2002;Nguyen et al, 2018)…”

Section: Discussionmentioning

confidence: 99%

“…The need to adequately prepare clinical nurse educators and clinical facilitators for their roles has been emphasised (Andrews & Ford, 2013;Nguyen, Forbes, Mohebbi, & Duke, 2018), and it is clear that a lack of preparation means that nurses may be underqualified for their roles as clinical facilitators (Lee, Cholowski, & Williams, 2002).…”

Section: Delivering High Quality End-of-life Carementioning

confidence: 99%

“…The need to adequately prepare clinical nurse educators and clinical facilitators for their roles has been emphasised (Andrews & Ford, ; Nguyen, Forbes, Mohebbi, & Duke, ), and it is clear that a lack of preparation means that nurses may be underqualified for their roles as clinical facilitators (Lee, Cholowski, & Williams, ). However, previous research exploring this subject tends to focus on preparation of nurses and facilitators to teach preregistration or undergraduate students, rather than on the preparation of specialist nurses and facilitators who teach their colleagues.…”

Section: Introductionmentioning

confidence: 99%

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Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

Jack

Kinloch

O’Brien

2019

Journal of Clinical Nursing

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Aims and objectives To explore nurses’ perceptions of the impact of a programme designed to train them to teach end‐of‐life care. Background Central to national and international policies are the need for generalist healthcare staff to have education in end‐of‐life care. Much end‐of‐life care education is provided by specialist nurses who often have no specific education development to prepare them to teach. To address this gap, an Education Development Programme (EDP) was developed and delivered to specialist nurses. We report on the evaluation of the programme. Design A qualitative programme evaluation methodology was adopted. Methods Data were collected through focus groups, at three hospice education centres in North West England, with a total of 20 participants. Nurses who had completed the EDP were purposively sampled. Data were digitally audio‐recorded and subjected to thematic analysis to organise, reduce and refine the data. Ethical approval was obtained. COREQ guidelines have been adhered to in the reporting of this study. Results Two main themes were identified; learning to teach and building skills to change teaching practice. Participants felt more confident and better prepared to teach. Conclusions It cannot be assumed that specialist staff, with teaching in their role, have the skills to facilitate learning. This programme offers a potential method of improving facilitation skills for nurses who have an education element to their role. Relevance to clinical practice Quality end‐of‐life care is only possible with a skilled workforce, confident and able to apply the principles of compassionate end‐of‐life care to everyday practice. Appropriately trained, specialist staff are better able to teach others how to deliver good quality end‐of‐life care. Specialist staff with teaching responsibilities should be provided with, or engage in, continuous professional development to develop their skills and improve their efficacy when teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Delivering High Quality End-of-life Carementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

Jack

Kinloch

O’Brien

2019

Journal of Clinical Nursing

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“…14,[25][26][27] There was, however, still a substantial proportion of nurse educators who were neither educated as a nurse nor practiced nursing before teaching nursing students. 25,26 As nurse educators substantially shape student experiences through their role modeling behaviors, 28 the use of nonnurses to teach nursing programs can negatively impact students' development of professional identity and professional socialization into nursing. 25,26 On the other hand, there is an improvement in the preparation for nurse educator roles over the years.…”

Section: Impacts Of the Recent Reformsmentioning

confidence: 99%

The development and professionalization of nursing in Vietnam

et al. 2022

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This article provides a snapshot of the development of nursing education and practice in Vietnam and the impact of historical and socioeconomic factors of the last few decades. The Vietnamese government has played an instrumental role in shaping the professionalization of nursing while also presenting challenges to the evolving profession with its sometimes‐conflicting policies/strategies. To tackle these challenges, the increased involvement of nursing experts who have in‐depth understanding of contemporary nursing practice is warranted.

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Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study

Hoebes,

Ashipala

2023

Nursing Open

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AimThe study aimed to explore and describe the barriers affecting Registered Nurses in undertaking clinical teaching in clinical settings. The exploration was based on the experiences of Registered Nurses at a selected teaching hospital in Namibia. The researcher intended to identify strategies that could be used to mitigate the negative effects of barriers to effective clinical teaching.DesignA qualitative explorative, descriptive and contextual research design was used.MethodsPurposive sampling was used to select 16 participants. Data were collected through in‐depth, semi‐structured interviews, which were audio‐recorded and transcribed verbatim. Data were analysed using thematic analysis.ResultsClinical teaching is negatively affected by several barriers that hamper clinical teaching and nursing students' learning outcomes. Seven main themes were identified: (1) participants' understanding of clinical teaching; (2) organizational barriers; (3) patient barriers; (4) Registered Nurse barriers; (5) student barriers; (6) training institution barriers; and (7) strategies to mitigate barriers to clinical teaching.ConclusionThe findings revealed that several barriers negatively affect clinical nursing education and hamper the clinical teaching and learning of nursing students.Patient or Public ContributionThis study may assist in the development of targeted interventions that address the barriers that hinder clinical teaching at teaching hospitals. Additionally, this study could assist in improving the health care that is provided by nursing students to patients. The findings may assist with improved quality by reducing nursing students' theory‐practice gap and by promoting collaboration between Registered Nurses and nurse educators in clinical settings.

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The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence

Abstract: This study identifies several preparation strategies that significantly enhance clinical educator confidence and readiness for their complex role. These preparation strategies drawn from the Vietnamese context, provide important examples for the wider nursing community to consider.

Cited by 17 publications

References 46 publications

Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care

The development and professionalization of nursing in Vietnam

Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study

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