scholarly journals The effect of Peer instructor teaching and clinical supervision on the status and stressors of clinical nursing education

Author(s):  
Kh Nasiriani ◽  
M Zare Reshkouieh ◽  
SM Arman ◽  
S Mirzaei

Introduction: Peer instructor teaching is an educational model in which senior students teach to their classmates or junior students. Clinical supervision is a formal, systematic, and continuous that the inexperienced person reviews and improves their performance by receiving advice from a supervisor or expert. Clinical education is a vital component of the medical science curriculum and the quality and control of its stressors are important. The purpose of this study was to combine peer instructor training model with clinical supervision on the status and stressors of clinical nursing education. Methods: This is a quasi-experimental study in which a combined Peer instructor teaching and clinical supervision program was implemented. The research samples were 60 nursing students of Yazd nursing and Midwifery College who were studying in third and sixth semesters. They were selected by purposive sampling method. Data gathering tools included a four-part questionnaire including demographic characteristics, a questionnaire for assessing instructor performance in clinical education, a standard questionnaire for clinical stressors, a course satisfaction questionnaire and a clinical supervisor completed by self-report. Data analysis was done using SPSS 16 software. Result: on the finding the mean score of peer instructor evaluation was 56.42 ± 9.38 and mean score of clinical stressors was 38.72 ± 5.6. Peer instructor in most cases agreed with the peer instructor program and clinical supervision program. Conclusion: From the learners' point of view, peer instructor performance is at a good level, as well as clinical stressors at the boundary level between moderate and weak, although both results are satisfactory but there is a need for more careful planning and more training by peer educators and more accurate clinical supervision.

2020 ◽  
Vol 10 (6) ◽  
pp. 36
Author(s):  
Nancy L. Novotny ◽  
Debbie Stark

Background and objective: Preceptor-facilitated clinical nursing education prevalence information is dated. Information is most often limited to regional baccalaureate programs and provides sparse evidence of its education-related outcomes. The purpose of this study is to describe the nationwide use, structures, facilitators, and challenges of using preceptors in prelicensure clinical education; compare its use by program characteristics; and explore its impact on education-related outcomes.Methods: In this cross-sectional comparative study, prelicensure programs in randomly selected jurisdictions in all four regions of the US were identified and official pass rates obtained.  Program administrators completed an online questionnaire about preceptor use, incentives used, challenges, facilitators, and perceived impact on program capacity.Results: Preceptors were used in 73% of the 366 responding programs. Prevalence rates ranged from 25% to 87% by program type and from 64% to 86% by region. Programs’ NCLEX-RN® pass rates and perceived impact on program capacity did not differ by use of preceptors. Most respondents indicated there was no impact although one-fifth perceived moderate to high impact. The top five challenges and facilitators to preceptor use were identified. Programs used a variety of preceptor incentives, ranging from 62% using informal recognition to 7% providing some type of financial compensation.Conclusions: Most programs use preceptors with differences by program type and region. Designating resources to enhance preceptor orientation and preceptor-student-faculty communications may be useful, as well as identifying the challenges and facilitators. While a variety of preceptor incentives are available, few offer direct monetary compensation. Regional preceptor incentive data provide useful benchmarks. With high rates of use in some sectors and yet no demonstrable influence on pass rates, closer scrutiny of the quality of preceptor-facilitated educational experiences and associated outcomes are warranted.


2017 ◽  
Vol 7 (10) ◽  
pp. 109 ◽  
Author(s):  
Mary Asirifi ◽  
Linda Ogilvie ◽  
Sylvia Barton ◽  
Patience Aniteye ◽  
Kent Stobart ◽  
...  

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.


2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Confidence Alorse Atakro ◽  
Janet Gross

Clinical education is an essential component of the education of nursing students. However clinical nursing education in Ghana is currently facing challenges of poor working relations between hospitals and health training institutions, inadequate preceptor preparations, and inadequate faculty supervisions. Although the dominant clinical education model used in Ghana is the preceptorship model, health service and education industries are faced with challenges of lack of qualified staff, inadequately prepared preceptors, and inadequate supervision from faculty. These challenges undermine the effectiveness of the clinical learning environment and the use of the preceptorship model. The purpose of this paper was to review preceptorship and clinical teaching partnership (CTP) and make recommendations for improving clinical nursing education in Ghana. A literature review was undertaken through a search of databases that included Google Scholar, EBSCOhost, CINAHL, and HINARI. A literature review identified advantages for using clinical teaching partnership (CTP) in clinical nursing education in Ghana. Recommendations were made for the use of CTP in Ghana.


2022 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mohammad Ali Montaseri ◽  
Mohsen Faseleh Jahromi ◽  
Zohreh Badiyepeymaie Jahromi ◽  
Mohsen Hojat ◽  
Shohreh Javadpour

Background: Challenges and problems of clinical nursing education are the most important factor in determining the quality of nursing students' education. Frequent assessment of the quality of nursing education without considering the existing challenges is an ineffective activity in analyzing the situation of nursing education. Objectives: This study aimed to explain the status of clinical nursing education at Jahrom University of Medical Sciences in Iran. Methods: This qualitative study based on the conventional content analysis approach was conducted at Jahrom University of Medical Sciences in 2018 - 2019. Data were collected through holding 10 semi-structured face-to-face focus group discussions (FGDs) with 110 nurses, head nurses, instructors, and students. Purposeful sampling was used and the interviews were analyzed by Graneheim and Lundman method by MAXQDA Software. Results: We obtained 626 in-vivo codes, 46 primary codes, eight subcategories (lack of attention to the evaluation process, non-participative evaluation, low staff educational cooperation, ineffective instructors, non-educational clinical space, student educational deficits, students' confusion in the clinical setting, and non-participatory planning), and three main categories (planning challenges, implementing challenges, and evaluation challenges). Conclusions: Educational leaders are recommended to shift to three areas, including democratic planning, wise implementation with frequent monitoring, and the use of modern clinical evaluation methods based on the participation of learners and other stakeholders.


2016 ◽  
Vol 17 ◽  
pp. 145-152 ◽  
Author(s):  
Sherry Dahlke ◽  
Maureen O'Connor ◽  
Teresa Hannesson ◽  
Karleen Cheetham

Curationis ◽  
2004 ◽  
Vol 27 (4) ◽  
Author(s):  
M. Chabeli ◽  
M. Muller

Over decades nursing had an interest in clarifying and developing its knowledge base and its conceptual foundation. Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning (Mackintosh, 1998:553). The researcher engaged in the concept analysis of reflective thinking so as to fully understand its meaning and interpretation, hence the research question to be addressed by this article is: “What is the meaning of reflective thinking in clinical nursing education?”


2015 ◽  
Vol 5 (02) ◽  
pp. 93-103
Author(s):  
Anna Löfmark ◽  
Åshild Slettebø ◽  
Maj-Britt Råholm ◽  
Birte Hedegaard Larsen

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