Effectiveness of clinical teaching associate model in nursing education: Results from a developing country

2013 ◽  
Vol 45 (2) ◽  
pp. 174-181 ◽  
Author(s):  
Zahra Rahnavard ◽  
Zahra Hosseini Nodeh ◽  
Ladan Hosseini
Keyword(s):  
Nursing Education ◽  
Developing Country ◽  
Clinical Teaching ◽  
Associate Model

scholarly journals Effectiveness of the clinical teaching associate model in clinical nursing education

2019 ◽  
Vol 8 (3) ◽  
pp. 132
Author(s):  
Farideh Namadi ◽  
Rozita Cheraghi ◽  
Madineh Jasemi
Keyword(s):  
Nursing Education ◽  
Clinical Teaching ◽  
Associate Model ◽  
Clinical Nursing ◽  
Clinical Nursing Education

scholarly journals Dilemmas of clinical teaching

Curationis ◽  
1992 ◽  
Vol 15 (4) ◽  
Author(s):  
L.R. Uys
Keyword(s):  
Nursing Education ◽  
Clinical Teaching ◽  
Clinical Nursing ◽  
Education Association

Talk given at a conference on Teaching Clinical Nursing organised by the Nursing Education Association in East London on September 1992.

scholarly journals Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

2017 ◽  
Vol 7 (10) ◽  
pp. 109 ◽  
Author(s):  
Mary Asirifi ◽  
Linda Ogilvie ◽  
Sylvia Barton ◽  
Patience Aniteye ◽  
Kent Stobart ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Educational Institution ◽  
Teaching Model ◽  
Clinical Nursing ◽  
External Stakeholders ◽  
Clinical Nursing Education ◽  
Learning Issues

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.

Effectiveness of the Clinical Teaching Associate Model to Improve Clinical Learning Outcomes

2014 ◽  
Vol 39 (4) ◽  
pp. 202-205 ◽  
Author(s):  
Samaneh Parchebafieh ◽  
Leila Gholizadeh ◽  
Sima Lakdizaji ◽  
Shahrzad Ghiasvandiyan ◽  
Arefeh Davoodi
Keyword(s):  
Learning Outcomes ◽  
Clinical Teaching ◽  
Clinical Learning ◽  
Associate Model

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process.  The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1):  Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

scholarly journals Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

Clinical Teaching Associate Model: Creating Effective BSN Student/ Faculty/Staff Nurse Triads

1994 ◽  
Vol 33 (9) ◽  
pp. 422-425
Author(s):  
Sheila Melander ◽  
Cynthia Roberts
Keyword(s):  
Clinical Teaching ◽  
Staff Nurse ◽  
Associate Model

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

scholarly journals Professional nurses as reflective clinical learning facilitators

Curationis ◽  
1998 ◽  
Vol 21 (2) ◽  
Author(s):  
M. Chabell
Keyword(s):  
Nursing Education ◽  
Clinical Teaching ◽  
Care Service ◽  
Health Care Service ◽  
Clinical Learning ◽  
Continuous Assessment ◽  
Teaching Management ◽  
Role Modelling ◽  
Clinical Nursing ◽  
Professional Nurses

With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts) were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

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