Clinical teachers in specialty practice settings: perceptions of their role within postgraduate nursing programs

Abstract

AbstractThe purpose of this study was to determine the perceptions of clinical teachers of their role in the specialty practice setting, of their preparation for the clinical teaching role, and of how their role related to the aims of the university curriculum. The study was conducted with clinical teachers seconded from their clinical roles by a large metropolitan university School of Nursing. Using a survey instrument to address the aims, 37 clinical teachers completed the questionnaire, achieving a response rate of 62%. Contrary to previous research describing university teachers who attempt to fulfil both academic and clinical teaching roles, clinical teachers identified strongly with the clinical field, perceived themselves as experts, were confident to carry out nursing care, did not experience role conflict between student supervision and patient care, and believed that they could positively influence the quality of care. They nominated the provision of support to students in the clinical setting as the most important dimension of their role. Previous experience as a specialty nurse was reported as being the most effective preparation strategy for their role, with orientation sessions and regular academic–clinical teacher meetings being perceived as the least helpful. Clinical teachers perceived that their role in the university curriculum largely involved bridging the gap between theory and practice, and ensuring relevance of the curriculum. Thirty‐eight per cent of clinical teachers lectured at the university in addition to providing clinical support, suggesting that the model of seconding clinicians to the clinical teacher role may provide a better solution to narrowing the theory–practice gap than university teachers attempting to include clinical practice in their role. For the outcomes of this model to be optimized, clinical teachers should be helped to develop effective teaching skills and to have more realistic expectations of student outcomes.