The ideal role of the nurse teacher in the clinical area: a comparison of the perspectives of mental health, learning difficulties and general nurses

Abstract

This paper reports findings from a study that explored trained nurses' and student nurses' perceptions of the nurse teachers' ideal role in the clinical area. Findings demonstrate a dichotomy of opinion regarding the ideal role of the nurse teacher in the clinical area that relates to the nursing specialties in which trained nurses work. Trained nurses working in general nursing areas favoured a product-focused, inspectorate supervisory role for nurse teachers. Conversely, trained nurses working in mental health and learning difficulties areas favoured a supportive, supervisory role for the nurse teacher that emphasized the learning process and encouraged reflection. The consequence of the different models used for student nurses' experience of supervision are discussed and the issue of nurse teachers' clinical credibility is explored. It is suggested that trained nurses, nurse teachers and student nurses should be involved in negotiating and constructing the role that nurse teachers play in the clinical area.

Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature

“…Engagement opportunities during clinical practice reinforce supervisors as being enthusiastic about or interested in student learning . Learning experiences are achieved through actively exploring, recognising or ‘organising’ diverse learning opportunities with and for students, along with facilitation of student participation . Furthermore, engagement in health provision activities as part of the health team promotes students’ perceptions of being a team member and a valued learner .…”

“…Recognition of students as colleagues or (future) peers provides opportunities to share knowledge and decision‐making processes during health delivery activities . Open consideration of or respect for student suggestions reinforces this notion . However, engagement or even permission to enter and engage in activities requires the provision of an escape or safe ‘space’ for the student to retreat to when they feel overwhelmed .…”

“…50 Transition into the health team and setting and culture of the environment is seen as paramount to student learning 24 and is directly linked to the attributes of the supervisor. Supervisors who present as friendly, 51 welcoming 29,37,52 and warm, 35 with a personal approach, 31,50 affirm to the student their willingness 6,47 to be an agent in this process. However, 'to nurture' does not include the connotation of 'warm and fuzzy'.…”

“…46,[48][49][50]61,[74][75][76] Learning experiences are achieved through actively exploring, recognising or 'organising' 35 diverse learning opportunities with and for students, 6,12,25,26,35,77 along with facilitation of student participation. 33,43,50,51,54,77 Furthermore, engagement in health provision activities 6,35,52,75,78 as part of the health team 25,50,66,77,79 promotes students' perceptions of being a team member and a valued learner. 29,37,44,76,80 Awareness of individual student needs for access to learning opportunities 6,48,53,61,81 is reiterated here and recognised as providing a means to deliver individualised learning experiences for students.…”

“…20,46,48,53,66 Open consideration of or respect for student suggestions reinforces this notion. 31,46,47,51,56,78,82,83 However, engagement or even permission to enter and engage in activities requires the provision of an escape or safe 'space' for the student to retreat to when they feel overwhelmed. 84 This concept is recognised as the supervisor's ability to rescue the student and described as the ability to 'step in' 32 or step out.…”