The role of the nurse lecturer in clinical practice in the Republic of Ireland

McSharry, Edel; McGloin, Helen; Frizzell, Anne Marie; Winters-O’Donnell, Lisa

doi:10.1016/j.nepr.2009.08.004

Cited by 38 publications

(40 citation statements)

References 39 publications

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“…Study findings are congruent with the existing evidence base whereby students at the case study site expect that the nurse lecturer is able to incorporate real-life situations into their teaching (Sebastian et al 2004, Blair 2005 and expect nurse lecturers to have presence within the clinical learning environment (Edwards 2002, Shuttleworth et al 2008, McSharry et al 2010. In reality, there are minimal reported collaborations with students in the practice setting and two extreme situations have emerged.…”

Section: Theme Two: the Gap Between Current Role Performed And Stakehsupporting

confidence: 80%

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

Leigh

2014

International Journal of Practice-based Learning in Health and

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Aims and Objectives: To critically explore the nurse lecturers role situated within a practice-education partnership and to identify practice recommendations to operate the role within the context of a partnership in the future.Background: Practice-education partnerships are increasing being developed to operationalize the healthcare policy that advocates partnership working between Academic Education Institutions and healthcare organizations to educate and train the nurse workforce and to develop nursing. A weakness of the reported partnerships is the lack of evidence of how and which partnership processes enable the nurse lecturer to work in a practice role that effectively contributes towards the aims of the partnership and best promotes the practice based learning.

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Section: Theme Two: the Gap Between Current Role Performed And Stakehsupporting

confidence: 80%

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

Leigh

2014

International Journal of Practice-based Learning in Health and

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“…Both faculty and healthcare management can prepare preceptors either individually or through collaboration [1,21] .…”

Section: Preceptorship Is Not Formally Integrated Into the Nursing Cumentioning

confidence: 99%

“…This perspective is supported by the premise that nursing faculty serves as custodians of the teaching and learning process by facilitating congruence between the preceptees' objectives and the expectations of the preceptor [1] . In addition, educators must ensure that the goals and expectations of the preceptorship program are achieved [1,21] . In the Ghanaian context, since clinical teaching and learning was also influenced by other institutions in the healthcare system, the school must take primary responsibility for preparing preceptors with the support from the stakeholders of nursing education in Ghana.…”

Section: Preceptorship Is Not Formally Integrated Into the Nursing Cumentioning

confidence: 99%

Preceptorship in the Ghanaian context: “Coaching for a winning team”

Asirifi

Mill

Myrick

et al. 2013

JNEP

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Background: Preceptorship is an approach to teaching and learning in the clinical setting. It is purported to facilitate the connection between nursing education and clinical practice, foster an ethos for critical thinking, and contribute to professional development. As part of nursing education in Ghana, preceptors collaborate with educational institutions to enhance the supervision of students in the clinical settings. However, working relations between the hospitals and the health training institutions in many regions in Ghana are challenging, with hospitals only passively involved in the education of students. Purpose:The purpose of the current study was to explore the perceptions of Ghanaian nursing students, preceptors and nurse educators regarding their preceptorship experience. Methods:A focused ethnographic approach guided the study. Purposive sampling was used to recruit 26 nurse educators, nursing students, and preceptors from a regional hospital and a diploma level nursing educational institution in a small city in Ghana. Eight nurse educators and nine nursing students participated from the educational institution and nine preceptors participated from the hospital. Results:Findings from this study indicated that: a) preceptorship in Ghana was not well established and was in the developmental stage; and b) clinical teaching and learning were influenced by the stakeholders involved in nursing education in Ghana. Conclusions:Although preceptors were used in Ghana, the clinical teaching approach did not reflect the concept of preceptorship. Stakeholders in nursing education from both within and outside the clinical settings influenced the clinical teaching environment. Findings from the study present baseline data for stakeholders in nursing education to promote effective preceptorship programs in Ghana.

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“…Facilitators have control of the environmental conditions in the classroom whereas in the clinical setting, the teaching and learning are modified according to the situation of the real environment. The safety of patients that the students are assigned to care for must be maintained [2]. Clinical experience prepares student nurses to be capable of knowing as well as doing the clinical principles in practice.…”

Section: Introductionmentioning

confidence: 99%

“…Anxiety, attitude, academic level, commitment to the work and use of mobile phones by the student nurses affect the quality of learning and compromises the patients' care [6]. The workload, higher numbers of student teacher ratio in the clinical area, and in the classroom affect the lectures' role in the clinical teaching [1,2,7].…”

Section: Introductionmentioning

confidence: 99%

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Rajeswaran¹

2017

Health Sci J

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Aim: The aim of the research was to explore the nursing students' opinion and their experiences about their clinical learning. Objectives:• Explore how student nurses find their initial experiences in the clinical area.• Identify the contributory and hindering factors for effective learning in the clinical area.• Identify teaching strategies that will enhance learning in the clinical area.Background: Clinical learning is an important component of nursing education and takes place in a complex social contact of the clinical environment. Learning in a clinical setting creates challenges that are absent in a classroom.

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The role of the nurse lecturer in clinical practice in the Republic of Ireland

Cited by 38 publications

References 39 publications

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

Preceptorship in the Ghanaian context: “Coaching for a winning team”

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

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