scholarly journals The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

2018 ◽  
Vol 8 (6) ◽  
pp. 124 ◽  
Author(s):  
Florence Loyce Luhanga
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Student Learning ◽  
Clinical Teaching ◽  
Clinical Group ◽  
Traditional Model ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Current Form

Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be “best practice” with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis.Results: Although both faculty and CIs described some positive experiences facilitating nursing students’ learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors’ familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors’ control over students’ learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation.Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

scholarly journals Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

2017 ◽  
Vol 8 (3) ◽  
pp. 89 ◽  
Author(s):  
Florence Loyce Luhanga
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
Clinical Teaching ◽  
Evaluation Process ◽  
Clinical Settings ◽  
Traditional Model ◽  
Clinical Experiences ◽  
Structured Interviews ◽  
Qualitative Descriptive ◽  
Novice Students

Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students’ perspectives.Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis.Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

Implementation of the TeamSTEPPS Curriculum With Baccalaureate Nursing and Social Work Students Utilizing Student Trainers: A Qualitative and Quantitative Study

2020 ◽  
Vol 26 (3) ◽  
pp. e63-e69
Author(s):  
Susan L. Huehn ◽  
Mary Beth Kuehn ◽  
Genesis M. Fukunaga Luna Victoria
Keyword(s):  
Patient Safety ◽  
Social Work ◽  
Nursing Students ◽  
Training Program ◽  
Communication Skills ◽  
Social Work Students ◽  
Skills Training ◽  
Clinical Experiences ◽  
Qualitative And Quantitative ◽  
Compromise Patient Safety

Nursing and social work education programs are seeking innovative ways to prepare students to function as collaborative members of interprofessional teams upon graduation. Communication is a key linked to a decrease in medical errors, which compromise patient safety. In response to nursing students' concerns about clinical experiences in which they had witnessed poor communication with the potential to jeopardize patient care, faculty members identified a communication skills training program designed to improve team performance. Senior nursing and social work students at the beginning of their last semester of school were trained in selected modules of the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) training program and subsequently trained their student colleagues. The goal was to emphasize communication skills and strategies in a sustainable student trainer model. Qualitative and quantitative data about participant experiences revealed significant improvement in teamwork attitudes and communication skills following the training.

scholarly journals Reflective journaling to decrease anxiety among undergraduate nursing students in the clinical setting

2019 ◽  
Vol 9 (5) ◽  
pp. 75
Author(s):  
Joely Tara Goodman ◽  
Melissa Henry
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Group ◽  
Clinical Rotation ◽  
Reflective Journaling ◽  
Undergraduate Nursing Students ◽  
Reflective Journals ◽  
Undergraduate Nursing ◽  
The Impact

Objective: Many nursing students experience anxiety in the clinical setting. Increased anxiety impairs students’ ability to learn and can negatively affect patient safety. To promote student learning and patient safety, it is imperative that nurse educators identify and implement strategies to decrease nursing students’ anxiety. The purpose of this qualitative study was to determine how undergraduate nursing students perceive the impact of writing reflective journals on their anxiety level associated with their first clinical rotation experience early in their program of study.Methods: Participants were randomly assigned by their clinical group to either write guided reflective journals, non-guided reflective journals, or no reflective journals during their first clinical rotation where they provided patient care. Five individuals from each intervention group were randomly selected to participate in an interview. Themes related to the participants’ perceptions of the impact of writing reflective journals on their anxiety were determined through qualitative analysis.Results and implications: Participants who wrote guided or non-guided reflective journals experienced decreased anxiety associated with their first clinical rotation. Participants in the non-journaling group expressed that they would have benefitted from having a journal assignment. Four themes were identified related to experiences with writing journals: allowed time, identified feelings, assisted with processing, and increased confidence. The findings of this study support the use of reflective journals as a pedagogical intervention to decrease nursing students’ anxiety associated with the first clinical experience. Additional benefits of the reflective journaling included taking time to identify and process feelings and increased confidence in future clinical experiences.

scholarly journals Influence that Service in a Pro Bono Clinic has on a First Full-Time Physical Therapy Clinical Education Experience

2017 ◽  
Author(s):  
Daria Porretta ◽  
Jill Black ◽  
Kerstin Palombaro ◽  
Ellen Erdman
Keyword(s):  
Physical Therapy ◽  
Focus Group ◽  
Clinical Experience ◽  
Clinical Education ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Education Experience ◽  
Pro Bono ◽  
The Impact

Purpose: Physical therapist education programs strive to prepare their students for full-time clinical experiences in a variety of ways. Experiential and service learning in authentic contexts reportedly help students make connections between the classroom and the clinic. The purpose of this study was to explore the influences that service in a physical therapy pro bono clinic has on a first full-time clinical education experience. Methods: Participants were all third year doctoral physical therapy students at Widener University who were entering their first full-time clinical education experience. Sixteen participants kept journals throughout their first full-time clinical experience regarding the impact of their previous pro bono experience. Upon completion of the 10-week full-time clinical experience, the sixteen participants answered a Likert-scale survey to further delineate the influence of the pro bono experience, and fifteen of the participants participated in focus group discussions to further explore themes that emerged from the journal and survey data. Data from the focus group and journals were analyzed qualitatively. The responses from the surveys provided quantitative data. In addition, the researchers looked at the Clinical Instructors (CI) midterm comments on the APTA’s Clinical Performance Instrument (APTA PT CPI WEB) to further corroborate or disconfirm the findings. Results: Triangulation of the data points revealed 9 categories of positive impact that the pro bono experience had on their first full-time clinical experience. The strongest three categories in order were client interaction, clinical instructor interaction, and professional communication. The next five categories were of relative equal strength and related to specifics areas of competency. They were competency in documentation, evaluation, intervention, clinical reasoning and cultural competency. A final overarching category was increased confidence. CI comments on the midterm CPI corroborated these findings. Participants also shared ways in which the pro bono experience could have better prepared them for their full-time clinical experience. Conclusions: Regular participation in a pro bono clinic throughout the didactic portion of the physical therapy curriculum contributed to student confidence and competence in their first full-time clinical experience. Future research should include interviews with the clinical instructors to further corroborate the student perceptions. The findings of this study also serve to inform how the pro bono clinical experience can be enhanced to further contribute positively to the students’ first full-time clinical experiences.

scholarly journals COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

2021 ◽  
Vol 7 ◽  
pp. 237796082110446
Author(s):  
Linda Hargreaves ◽  
Petra Zickgraf ◽  
Nikaesha Paniagua ◽  
Teena Lee Evans ◽  
Lisa Radesi
Keyword(s):  
Nursing Students ◽  
Best Practice ◽  
Nursing Student ◽  
Care Facility ◽  
Direct Care ◽  
Direct Patient Care ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Hands On ◽  
Care Requirement

Introduction The COVID-19 pandemic affected nursing students dramatically when the clinical sites and the onsite classrooms closed to physical participation. This necessitated a move to virtual classrooms and virtual clinical experiences. Some nursing schools adopted telenursing to comply with their Board of Registered Nursing direct patient care requirements. Students value the hands-on nursing in a direct care facility and clinical instructors must replicate this in a virtual setting. This article discusses telenursing and Teach-Back processes with student active engagement that facilitates learning and meets the direct care requirement. The purpose is to share best practice ideas for clinical instructors to educate when clinical settings are unavailable. Methods This innovation includes examples from five clinical instructors when in-person clinicals were not available due to the COVID-19 pandemic. They used virtual teaching and telenursing for nursing students which complied with clinical requirements of preconference, clinical experience, and post-conference. Telenursing combines case studies or shared documents, student collaboration, and includes a patient or patient actor via telehealth. Clinical instructors present a patient history or case study and allow students time for preparation. Socratic questioning helps students focus on determining the correct questions to ask. Telenursing call to the patient and teach-back questioning validated patient learning. Following the call, the instructor leads a post-conference debrief and students independently document the call. Conclusion Five clinical instructors follow the process of pre-brief, case presentation, and debrief while students develop critical thinking, strong communication skills, documentation requirements, and utilize the nursing process of assessment, diagnosis, outcome, plan, interventions, and evaluation. Students will have future opportunities to develop hands-on skills as they return to the clinical setting.

scholarly journals Perceptions of Nursing Students Regarding Clinical Teaching and Learning During COVID-19 at Selected Higher Education Institutions in Lesotho

2021 ◽  
Author(s):  
Isabel Nyangu ◽  
Libuseng Rathobei
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Personal Protective Equipment ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Higher Education Institutions ◽  
Self Report ◽  
Protective Equipment ◽  
Clinical Instructors

Abstract Nursing students and their clinical instructors in higher education institutions are faced with challenges regarding their clinical teaching and learning strategies during the COVID-19 pandemic. This study aimed to determine the perceptions of nursing students regarding clinical teaching and learning during the COVID-19 pandemic. A non-experimental descriptive quantitative research design was used to collect data from 300 nursing students who were enrolled at selected higher education institutions in the 2021/22 academic year in Lesotho. Convenience sampling was used to recruit the respondents who completed a structured self-report questionnaire. Permission to conduct the study was granted by relevant authorities (ID147-2021). Data were analysed using the Statistical Package of Social Sciences (SPSS vs 23) and presented using tables and graphs and described analytically. The findings of the current study show that the minimum age of participants was 19 years and the maximum age was 39 years. The majority of respondents were female (69%: n=207) and studying for a BSc degree in Nursing and Midwifery (49%: n=146). Most nursing students had adequate knowledge, skills, and attitudes to prevent Covid-19 in the clinical area and simulation laboratories. They felt that clinical instructors and preceptors were available and competent to assist them in completing their clinical competencies and procedure file logbooks. Nursing students gained expertise in performing clinical procedures as they were able to perform return demonstrations in the simulation laboratory and clinical areas. Whilst clinical facilities and simulation laboratories had adequate Covid-19 prevention protocols and tools, there was inadequate personal protective equipment available. Conclusively, the perceptions of nursing students regarding clinical teaching and learning during Covid-19 were positive. More support for adequate personal protective equipment for nursing students remains crucial.

scholarly journals Registered nurses’ attitude and willingness to precept nursing students in Jamaica

2019 ◽  
Vol 8 (2) ◽  
pp. 40
Author(s):  
Michelle Roper Carty MSN ◽  
Jascinth LM Lindo PhD ◽  
Rosain Stennett MPH
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Registered Nurses ◽  
Positive Attitude ◽  
Clinical Teaching ◽  
Student Nurses ◽  
Full Time ◽  
Clinical Learning ◽  
Willingness To Participate ◽  
Clinical Learning Environment

Background: Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. However, in resource poor settings with high patient to nurse ratio and other challenges in the delivery of nursing care preceptorship may represent an additional challenge.Aim: To determine the willingness of registered nurses to precept student nurses in Jamaica; their attitude towards the paired preceptorship model and factors which may influence the precepting process.Design: This descriptive cross-sectional study utilized a 32-item self-administered questionnaire to collect data from 76 full-time registered nurses assigned to medical/surgical wards at a major teaching hospital.Results: Nurses had a positive attitude towards precepting (97%) and believed their actions and attitudes positively influenced the learning outcomes of students. Two-thirds of registered nurses (63%) were willing to precept students and 87% preferred the paired preceptorship model. Self-efficacy (p<0.05) best explained their willingness to participate in both paired preceptorship and clinical teaching associate models while, normative beliefs regarding clinical learning environment was significant predictor of overall willingness.Conclusion: Registered nurses studied displayed positive attitude towards preceptorship and were willing to precept students. Policy makers should note that the paired preceptorship model was favoured by the group and that personal satisfaction and professional development were motivating factors for nurses’ willingness to precept students. Formal training opportunities are needed to enhance students’ clinical learning experience. Keywords: Precept; Willingness; Registered Nurses; Student Nurses; Jamaica.

scholarly journals Clinical Teaching Effectiveness of Undergraduate Student Nurses in the United Arab Emirates

2020 ◽  
Vol 6 ◽  
pp. 237796082094864
Author(s):  
Mohamad AlMekkawi ◽  
Firas Qatouni ◽  
Hussam Al Amoor ◽  
Bassam Alayed ◽  
Mohamad El Najm
Keyword(s):  
Nursing Students ◽  
United Arab Emirates ◽  
Clinical Supervision ◽  
Role Model ◽  
Clinical Teaching ◽  
Clinical Skill ◽  
Faculty Members ◽  
Clinical Instructor ◽  
Clinical Instructors ◽  
Convenience Sample

Introduction Clinical supervision is a crucial aspect of developing nursing students' knowledge, skills, and professional attitudes. The characteristics of clinical instructors have a significant role in the progress and transition of students into their future professional roles. Objective The study aimed to examine the behaviors of effective clinical instructors as perceived by nursing students and faculty members in the UAE. Methods The study followed a cross-sectional quantitative research design to explore nursing students' and faculty members' perceptions of clinical instructors' effective behaviors that facilitate students' clinical practice. Data were collected from a convenience sample of 147 nursing students and 17 faculty members who completed an online version of the study survey at four nursing programs in the UAE. Results Students rated personality ( M = 4.96, SD = 1.91) and teaching ability ( M = 4.94, SD = 1.96) as the highest behaviors for effective clinical instructor. They perceived effective clinical instructor to be organized ( M = 5.19, SD = 1.88), shows self-confidence ( M = 5.16, SD = 1.84), able to answer questions ( M = 5.16, SD = 1.90), emphasizes what is crucial to learn ( M = 5.11, SD = 1.81), and takes responsibility for his/her actions ( M = 5.11, SD = 1.90). While faculty members perceived effective clinical instructor to encourage a climate of mutual respect ( M = 5.56, SD = 1.27), be approachable ( M = 5.47, SD = 1.32), demonstrates clinical skill and judgment ( M = 5.53, SD = 1.46), takes responsibility for his/her actions ( M = 5.53, SD = 1.37), and be a good role model ( M = 5.47, SD = 1.32). Conclusion Understanding clinical instructors' effective behaviors and supporting them during students' clinical experiences inspire a productive teaching-learning environment that is crucial to improve students' motivation, expand their learning opportunities and improve their hands-on skills.

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