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At least 19 recordsLinked to original sources
PubMed2000

A transcultural study of Jordanian nursing students' care encounters within the context of clinical education.

Clinical education is an integral part of nursing education. Clinical teachers are the vital link in this teaching-learning process. The quality and quantity of student-teacher interactions in the clinical area can either facilitate or hinder students' learning. This paper presents a part of a larger study that discovered, described, explained and compared Australian and Jordanian nursing students' caring and non-caring encounters with their clinical teachers within the context of clinical education. The study was guided by Leininger's theory of culture care universality and diversity and Leininger's ethnonursing research method was utilised. The informants consisted of 12 key informants and 35 general informants. Three major themes emerged from the analysis of the data: (1) clinical teacher's caring behaviours; (2) student-teacher caring encounters; and (3) caring encounter consequences. Under these themes, care constructs emerged which gave light to the Jordanian nursing students' care meanings, expressions and values within their cultural environment, social structures and world view. The overall findings revealed that Jordanian nursing students found their clinical experiences as beneficial when their encounters with the clinical teacher were conducted through mothering, translating, sustaining, negotiating and transforming processes.

Adolescent↗
PubMed2002

Clinical education: a challenging component of undergraduate nursing education.

Clinical education is an essential part of every undergraduate nursing curriculum. The main benefits are that it allows students to put theory into practice and experience the realities of the practice-based nursing profession. Limitations include the unstable nature of the clinical area as a learning environment and the challenges this produces with students' assessments. This article reviews the literature and concludes there is room for significant improvement in the area of clinical education and numerous strategies can be implemented to do so.

Clinical Competence↗
PubMed2005

Clinical education and clinical evaluation of respiratory therapy students.

Different blends of knowledge, decision making, problem solving,professional behaviors, values, and technical skills are necessary in the changing health care environments in which respiratory therapists practice. Frequently, novice students are expected to perform quickly and efficiently,and it may be forgotten that students are still learning and mastering the foundation pieces of practice. Clinical educators take on the responsibility of student development in addition to overseeing patient care. Normally,these volunteer instructors are role models for respiratory therapy students. The characteristic of initiative when demonstrated by a beginning student is attractive to the clinical instructor, promotes sharing of experiences, and may evolve into a mentor-protege relationship. Some clinical instructors may be underprepared to teach and are uncomfortable with student evaluation. Respiratory therapy facilities in conjunction with academic institutions may consider sponsoring ongoing programs for clinical teachers. Teaching and learning in the clinical environment is more than demonstration of skills and knowledge. Furthermore, it can be debated whether the memorization of facts or of the steps of a skill is more valuable than competency in problem solving, clinical reasoning, or information retrieval. New knowledge is built within a context and is further integrated when grounded by experience. Development of "prediction in practice" or the anticipation of the next necessary actions may be worth integrating into the instructional toolbox. Intuition has been defined as an "understanding without a rationale". This definition separates intuition from rational decision making and presents intuition as a type of innate ability. Reflection when guided by clinical instructors can help deepen critical thinking, as will Socratic questioning on a regular basis. Most clinical staff can agree on the performance of an incompetent student, but discrimination of the levels of competence is more challenging. Observations allow the assessor to obtain the data necessary to evaluate performance, followed by assessment, which denotes a judgment made on the basis of an observation of events. Performance assessment should have stability and consistency, measure what is intended to be measured, and truly determine competence. In contrast, reflective analysis has been shown to be successful for clinical evaluation, thus departing from strict competency and product-based assessment. Students yearn to become clinically knowledgeable, and their enthusiasm should be fostered. An interest in clinical practice is the primary reason individuals enroll in respiratory therapy education programs. Educators,managers, and staff should assure that students experience an appropriate, rich, and diverse clinical curriculum that with practice develops clinical judgment, reasoning, and reflection on practice.

Allied Health Personnel↗
PubMed2002

Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing.

BACKGROUND: This study is a replication of research undertaken by Mogan and Knox in 1987, which investigated and described characteristics of 'best' and 'worst' clinical educators. They developed and used an instrument known as the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), a 48 item checklist that describes discrete characteristics clustered into five subscales or categories: teaching ability; interpersonal relationships, personality traits, nursing competence and evaluation. The tool has since been used in several countries including Greece, Hong Kong, Israel and North America and is the instrument most frequently used to identify effective clinical teaching characteristics of clinical educators. AIM: The aim of the present study was to administer the NCTEI to undergraduate nursing students and clinical educators in a school of nursing at an Australian university to explore the perceived characteristics of effective clinical educators as rated by students and educators, and the significant differences and commonalities between these perceptions. FINDINGS: Results indicate that the category of Interpersonal Relationships was the most highly valued characteristic rated by both Australian students and clinical educators, and both groups (students and educators) ranked the subset of personality as the lowest amongst five categories. In common with Mogan and Knox, this study found that students who had not been exposed to real clinical situations prior to commencing nursing studies ranked items related to interpersonal relationships more highly than students who had previous nursing experience. Although there were no statistically significant differences in the two groups, students were more concerned with evaluation while clinical educators were more concerned with nursing competence. CONCLUSION: This study is the first research to be reported in Australia, which has simultaneously compared both students' and educators' perceptions and the first to replicate Mogan and Knox's seminal work. Findings point to the need for clinical educators to value interpersonal relationships with students as well as clinical competence.

Adolescent↗
PubMedDate not supplied

Experienced clinical educators improve their clinical teaching effectiveness.

OBJECTIVES: To determine if experienced clinical educators (CEs) can improve their teaching by incorporating 4 literature-based teaching methods into their instruction. METHODS: We trained 7 experienced CEs on the teaching methods during a monthly faculty development program. Each CE recorded use of these methods during 10 months on a personal digital assistant. We compared the CEs' teaching evaluations with those of nonparticipating faculty by analysis of variance at baseline, during the study period, and for 1 year after the study. RESULTS: Reported use of 2 teaching methods (priming and feedback) increased significantly over use at baseline; use of 2 other methods (teaching in the patient's presence and 1-2 focal teaching points) remained constant. Scores on the CEs' teaching evaluations were significantly higher during the study period on 1 item, whereas the comparison group showed no changes. The changes persisted during the follow-up period. CEs reported that the teaching methods focused the learner and teacher, making subsequent encounters more productive. They also found that the act of entering data daily prompted them to reflect on their teaching. CONCLUSIONS: Experienced teachers can be persuaded to incorporate new methods into their daily teaching. Reflection on teaching is enhanced with group support and daily reminders. With these interventions, teaching effectiveness of these experienced educators improved.

Faculty, Medical↗
PubMed2006

Determining problems experienced by student nurses in their work with clinical educators in Turkey.

Clinical education is considered an indispensable and vital part of nursing education. Educators have an important role in the successful completion of a student's clinical education. The clinical educator's approach, experience and knowledge have an influence on the students. Students encounter certain problems during their clinical practice under the supervision of educators. This study was conducted to determine the nature of the problems student nurses encounter during clinical training in Turkey. The focus-group interviews were used for this study. Three groups of 8, a total group of 24, composed of students completing their third year were included in the interviews. The students in this study had completed their practical training in the departments of internal medicine, surgery, pediatrics, psychiatry and public health. Among the problems mostly encountered by students, as established by the study, were inadequate assessment by the clinical educator, judgment, negative feedback, communication problems, inadequate guidance and overload. At the end of the research, recommendations were that educators should offer information in the direction of student expectations, increase their positive feedback and lighten the academic workload of these students.

Education, Nursing, Baccalaureate↗
PubMed1999

On organizational models for clinical education.

For reasons more epistemological than pedagogical, the preclinical, theoretical part of allied health education can be provided by a relatively small number of faculty in a centralized educational institution. Clinical education, however, is pluralistic, requiring a variety of clinical teachers, who use a variety of clinical approaches, in various clinical settings. Three models for the organization of clinical education are explored: 1) the external model, in which theory teaching is offered in an educational institution relatively divorced from clinical teaching provided in clinical service settings; 2) the internal model, in which both theory and clinical teaching are provided in the same institution; and 3) the bridging model, in which educational and clinical service institutions remain organizationally separate but with bridging arrangements to facilitate the clinical education. The advantages and disadvantages of each model are considered.

Allied Health Personnel↗
PubMed2006

Clinical education facilitators' and post-registration paediatric student nurses' perceptions of the role of the clinical education facilitator.

In Ireland the past two decades have witnessed the introduction of various clinical 'support' personnel under various titles into clinical areas. However, an identifiable gap remains with a degree of ambiguity over who has prime responsibility for clinical teaching. Now, a new post has emerged, that of clinical education facilitators (CEFs). To date this role has not been empirically explored. The purpose of this study was to explore the CEF role from the perspective of facilitators themselves and post-registration paediatric nursing students, one cohort the CEFs have responsibility for. Using an exploratory descriptive design focus group interviews were employed to collect data from a volunteer sample. The CEF role emerged as diverse, complex and multifaceted with the CEF coordinating factors in the clinical environment to make it function as an effective learning environment for students. Four main strategies were employed: facilitating transition, maximising learning opportunities, preparing the clinical environment and providing support. This study offers preliminary evidence towards clarification of the nature and purpose of the CEF role. The central recommendation is the urgent need to define the role so all stakeholders share a common understanding of the activities of the role holder.

Attitude of Health Personnel↗
PubMed2006

Being a clinical educator.

What is it like to be a clinical educator? How do clinical educators experience and describe their continuing journey of becoming a clinical educator? Within the model developed in this research, dimensions of being a clinical educator were identified. These dimensions include (a) having a sense of self (and the impact of bringing self into the clinical educator's role), (b) having a sense of relationship with others (and the place of this "interactive self" as a central feature of clinical education), (c) having a sense of being a clinical educator (and how this understanding relates to the previous two dimensions), (d) having a sense of agency (which is vital to the performance of many clinical education roles), (e) seeking dynamic self-congruence, and (e) growth as a clinical educator. This paper presents an overview of the model, discusses its strengths and limitations as a representation of speech pathology clinical educators' experiences, and briefly considers its value for professional development.

Faculty↗
PubMed1992

Learning contracts in clinical education: evaluation by clinical supervisors.

Learning contracts can be a useful learning and evaluation tool within a clinical setting provided the supervisor shifts their role from one of imparter of knowledge to facilitator of learning. If this role is not assumed then a student's learning experience could be jeopardized. In a survey of 59 student supervisors, 90 percent found the learning contract to be a useful evaluation and teaching tool. Advantages stated suggest that the learning contract promotes negotiation between student and teacher, provides a flexible learning environment and promotes acquisition of self-directed learning skills. These qualities are important in a clinical or practical setting where learning experiences cannot be standardized.

Canada↗
PubMedDate not supplied

Altering physicians' practice patterns--a nationwide educational experiment: evaluation of the Clinical Education Program of the American Diabetes Association.

A comprehensive evaluation of the Clinical Education Program (CEP) of the American Diabetes Association on type II diabetes was undertaken in a cohort of 5640 primary-care physicians to determine whether practice patterns are affected by such continuing medical education programs. The educational and behavioral objectives were defined and the extent to which these objectives were met was evaluated by use of questionnaires completed by conference attendees both before and after they participated in the program and by in-office interviews 2 mo later with 288 of the primary-care physicians who had attended the conference. Prior to participation, approximately half of the primary-care physicians described diabetes practice patterns consistent with excellent care. The proportion who stated that they intended to improve their practice patterns increased significantly after the conference. Similarly, the majority of these same physicians knew the basic educational objectives before the conference, with a significant increase in the proportion of physicians knowing these objectives after the conference. The office interviews indicated that the changes noted in the proportion of physicians intending to carry out a practice at the end of the conference were sustained or actually increased in this cohort. Exceptions to this trend occurred in the area of use of glucosylated hemoglobin and perhaps in the area of periodic assessment of macrovascular circulation. Two interesting additional findings from the in-office interviews were that physicians prefer the conference format for learning and that distribution of printed material alone is not very effective in influencing knowledge and behavior in primary-care physicians. The CEP met its educational and behavioral objectives.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗