Clinical Education Model Research Articles

Developing Cultural Humility Through an Interprofessional Clinical Education Experience.

An interprofessional clinical education model operating student-led, faculty-guided clinics partnered with rural Midwest American communities lacking health care access. To evaluate how an internship, guided by the Theory of Cultural Humility, during the COVID-19 pandemic supported development of cultural humility in interprofessional health profession students. Nursing, exercise science, public health, and social work participants completed an internship during early phases of the COVID-19 pandemic, despite many experiences being suspended. Quantitative evaluation using pre-/postadministration of Foronda's Cultural Humility Scale was completed across 3 periods measuring change in cultural humility. Total scores of Foronda's Cultural Humility Scale increased for all 3 periods (n = 11, n = 74, and n = 44), demonstrated by aggregate data and statistical analysis. The largest change occurred in the first period. Engaging interprofessional students in experiential learning during real-life, real-time public health events creates reflection of complex practice issues while developing cultural humility.

The Perception of Surgery Program Directors of Residency Applicants From Longitudinal Integrated Curriculum Medical Schools: A Survey of the Association of Program Directors in Surgery Members.

Research statement This study explores whether longitudinal integrated clerkship (LIC) students are competitive general surgery applicants and if they are perceived as adequately prepared for general surgery residency compared to traditional block rotation (BR) students. Background/relevance of the study There is increasing interest in LIC models of clinical education versus BR models. LIC students have been shown to perform similarly on examinations to BR students. However, while LICs seem well suited for students pursuing primary care specialties, little is known about how this approach impacts clinical education for surgery. Design and methods An electronic survey was prepared and approved by the Association of Program Directors in Surgery (APDS) and our university's institutional review board (IRB). Ten multiple-choice questions were administered along with an option for narrative comments. Surveys were sent over a one-month period to members of APDS Listserv. Returned emails were de-identified, and the results were tabulated. Results From 43 responses, the majority identified as program directors (PDs) (65%) and reported being somewhat familiar or very familiar with LICs (90%). When asked about the statement "LIC students are prepared for surgical residency," 22% "disagreed" or "strongly disagreed."When asked"How would you rank a LIC prospective applicant in comparison to a BR student?"35% responded that they would rank the LIC student lower or not at all. Of the respondents, 47% reported that they have current residents who were LIC students. Most of these residents (65%)are graded as "average"for current performance. Conclusions The results suggest that medical students who are trained using LICs may be disadvantaged when applying to general surgery residencies. Interpretation is limited by the small number of respondents, and it only reflects the opinions of active APDS Listserv members. Further study is needed to confirm these findings and elucidate the basis of perceived deficiencies in LICs. Students from these schools should be advised to obtain additional surgery experience.

Preceptor Education on the Use of Clinical Teaching Models in Clinical Education

Context Preceptor training is designed to provide instruction on preceptorship, an overview of athletic training program processes, and preceptor professional development. Preceptors generally do not have formal training on how to be educators. Most preceptor training occurs at the institutional level, with content, frequency, and delivery at the discretion of the institution. Objective Investigate preceptors' perceptions of how preceptor training prepares them for using clinical teaching models and how preceptor training can be improved. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants One hundred sixty-five preceptors (average of 10 ± 9 years of preceptorship experience) completed the survey. Ten participants (4 male, 6 female) participated in interviews (average of 12 ± 10 years of preceptor experience). Data Collection and Analysis Surveys were dispersed via Qualtrics, and virtual interviews were recorded using Zoom. The χ2 test for independence determined if any relationships existed between years of experience, type of preceptor training, and clinical teaching models used. A phenomenological approach of inquiry was used to analyze the interview data. Trustworthiness was established with member checking, triangulation using 2 data collection methods and independent data analysts, and external peer review. Results Participants reported preceptor training focuses on programmatic administration rather than clinical teaching. In our study, 68% of preceptors had completed institutional preceptor training related to clinical teaching, and 24% had completed the Master Preceptor level 1 training program. Preceptors desire training that incorporates active engagement regularly to educate them on clinical teaching models. Conclusions The content and frequency of institutional preceptor training should be reassessed, as it provides foundational knowledge to preceptors on clinical teaching. Most preceptors have little formal preparation in clinical teaching and believe preceptor training does not adequately prepare them to educate students using the best clinical teaching practices for the profession.

Awareness and the Usage of Clinical Teaching Models in Clinical Education

Context Students spend over half of their professional preparation in clinical education under the instruction and supervision of preceptors. Preceptors must optimize the time spent creating high-quality, authentic clinical experiences. Preceptors serve as clinical educators and should be proficient in clinical teaching and using clinical teaching models. Objective Investigate if preceptors are aware of clinical teaching models and how often components of clinical teaching models are being used. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants A total of 165 preceptors, averaging 10 ± 9 years of experience as a preceptor, completed the survey. We recruited 10 preceptors (4 male, 6 female, average of 12 ± 10 years of preceptorship experience) to volunteer in follow-up interviews. Data Collection and Analysis Surveys were administered via Qualtrics, and virtual interviews were completed using Zoom. Frequency tables were used to examine the quantitative survey data. A phenomenological approach of inquiry was used for interview data analysis. Member checking, external peer review, and triangulation were all used to establish trustworthiness. Results The Supervision, Questioning, Feedback (SQF) model was most recognized or used by preceptors (48% responded yes), unlike the One-Minute Preceptor (OMP) or the Summarize, Narrow, Analyze, Probe, Plan, and Select (SNAPPS) models (15%, 8% responded yes, respectively). Eight components aligned with the SQF model were frequently used daily or weekly. Components of the OMP or SNAPPS models were used less frequently. Preceptors describe using similar techniques to the SQF model but are generally unaware of clinical teaching models. Preceptors report eagerness in improving their clinical teaching abilities to enhance student clinical experiences. Conclusions Preceptors are largely unaware that clinical teaching models exist and need to be further instructed on how to incorporate them into clinical teaching. Preceptors have little experience in teaching practices, so enhancing their clinical teaching practices will improve students' professional growth and competence.

Understanding and thinking of standardized patient teaching model in clinical teaching

Understanding and thinking of standardized patient teaching model in clinical teaching

Survey of clinical placements within pre-registration diagnostic radiography programmes in the UK and Ireland

IntroductionPlacement capacity is a challenge in supporting the clinical education of diagnostic radiography students within the UK at a time where growth in the workforce is required if service delivery needs are to be met. COVID-19 has been one of the catalysts in the growth of innovative and simulated clinical placement models. This survey seeks to understand the current picture of clinical education models and the drivers for it. MethodsA short online MS Forms survey with mixed question types was distributed to higher education institutions (HEIs) delivering pre-registration diagnostic radiography programmes in the UK and Ireland. Descriptive and thematic analysis of data was undertaken to gain insight into the clinical placement models used. ResultsResponses related to 24 programmes from 17 HEIs were collated. Capacity issues, increased student numbers and ability to achieve the learning outcomes were the drivers for the model and arrangement of clinical placements. Clinical practice hours varied widely across programmes as did the proportion of simulation-based education. Respondents felt an increase in the use of placements in modalities and other settings could further increase training capacity. ConclusionOpportunities to further change the clinical placement model have been identified which may alleviate some pressure points on capacity. Guidance around clinical practice hours may facilitate a sustainable approach to workforce training. Innovative placement models will require assessment strategies that align in order that students demonstrate relevant capabilities in a range of settings and value varied learning opportunities. Implications for practiceThe collective engagement and innovation of higher education institutions and service providers will be needed to create sustainable quality models of clinical training and assessment to meet diagnostic radiography workforce requirements.

Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education

BackgroundSupervisors play a key part as role models and supporting the learning during residents’ post-graduate medical education, but sometimes lack sufficient pedagogic training and are challenged by high demands in today’s healthcare. The aim of this study was to describe the strengths and areas for improvement identified in the supervision process by residents and supervisors in post-graduate medical education.MethodsThis study included supervisors and residents working at departments and health centres who have used a web-based questionnaire, as a part of the Evaluation and Feedback For Effective Clinical Teaching (EFFECT) model, during the period 2016–2019. Descriptive statistics and content analysis were used to analyse ratings and comments to describe strengths and areas for improvement in the supervision process.ResultsThe study included 287 resident evaluations of supervisors and 78 self-evaluations by supervisors. The supervisor as a role model, being available, and, giving personal support, were the three most important strengths identified by the residents and supervisors. Residents in primary care also identified the role modelling of general practice competence as a strength, whereas residents and supervisors in hospital departments addressed supervisors as energetic and showing work was fun. The area with the need of most improvement was, Giving and receiving feedback.ConclusionsTo be able to give feedback, residents and supervisors, needed to see each other in work, and the learning environment had to offer time and space to pedagogical processes, like feedback, to improve the learning environment.

Telehealth Monitoring for Individuals Experiencing Homelessness During the Early COVID-19 Pandemic: An Innovative Clinical and Medical Education Model.

People experiencing homelessness (PEH) are recognized as members of a vulnerable population with significant health and social disparities. Due to the COVID-19 pandemic, these populations are at risk for increased morbidity and mortality. TheHerbert Wertheim College of Medicine (HWCOM) of Florida International University (FIU) in collaboration with the Miami-Dade County Homeless Trust presents this case series based on the results of the Telemedicine Homeless Monitoring Project, launched in April 2020. Utilizing a faculty-student educational model, medical students at FIU HWCOM called PEH patients residing in isolation hotels on a daily basis to monitor their symptoms using a COVID-19 risk assessment template. Thirty-onePEH patients were followed for the duration of 12 weeks between April 2020 and August 2020. A retrospective chart review was then conducted, and four exemplar patients were chosen, highlighting common themes.Variables in the risk assessment included demographics, comorbidities, past medical history, indications for isolation or quarantine, length of stay, clinical and social needs identified, and qualitative data regarding barriers or successes of the telehealth platform. Thirty-onepatients, between the ages of 20 and 84 and with an average age of 50.74, were followed in the program. There were eightfemales and 23 males in the study. Four exemplar PEH patients were discussed, highlighting the common themes identified; the lack of basic necessities that PEH face, the burden of chronic medical illnesses, a lack of health literacy, the burden of mental illnesses, and the acute stress caused by COVID-19 itself. Our research identified numerous characteristics of the homeless population that providers should pay special attention to during the pandemic. The relationship between the Homeless Trust and FIU HWCOM provided medical students with an excellent learning opportunity by letting them participate in clinical care while under lockdown due to the COVID-19 outbreak. Based on the results of the study, we believe that models like this will be useful in the event of a future epidemic.

"Here's What I Wish You Knew": A Qualitative Narrative Analysis of the Adolescent Sickle Cell Pain Experience

Background Bias, stigmatizing language, and social isolation are significant barriers to the optimal care of pain for adolescents and young adults (AYA) with sickle cell disease (SCD). Qualitative studies that include first-person narratives of SCD pain are underrepresented in outcomes research but provide valuable information for clinical education and community care models. Here, we present the interim analysis of an ongoing thematic research study that analyzes narrative experiences of AYA patients with SCD and their journeys- both in and out of the healthcare system- with chronic pain. Methods In this IRB-approved study, a single semi-structured interview is administered to patients ages 13-21 with sickle cell disease (Hemoglobin SS, SC, and SBeta0Thal genotypes) living in a mid-sized metropolitan center and receiving care at an academic teaching hospital. Patients are offered the opportunity to participate from inpatient units, ambulatory continuity clinics, and community advocacy groups. Interviews are conducted either in-person or remotely, recorded, transcribed, and independently checked for accuracy. The interview includes questions about coping with pain in medical and non-medical settings, interactions with the healthcare team, impacts of pain on social and community life, and opportunities to describe what patients wish family members, teachers, friends, and healthcare providers understood about living with SCD pain. Transcripts are analyzed for thematic coding by 2 independent coders using a deductive approach with latent textual analysis (Braun & Clarke, 2013). Codes are translated into themes by key-words-in-context and indigenous categorization methods (Ryan, 2011). Thematic coders are not members of the patients' clinical care teams, and patients do not provide interviews during acute pain crises. Results At the time of submission, 8 interviews were completed and analyzed. The median patient age was 17 years. Concordant coding revealed five primary themes: the relationship between acute and chronic pain, coping with rituals and cycles of care, the unpredictable nature of pain, navigating a biased healthcare system, and social isolation. The majority of patients detailed their experiences with intense, coexistent physical and emotional pain (6/8) that creates a pervasive sense of uncertainty and foreboding (4/8) in their lives. They described navigating a healthcare system that is difficult to understand, while experiencing doubts and dismissals of their pain from healthcare providers, particularly when making the transition to adult care (4/8). Lack of education and awareness about SCD in academic settings (5/8) and "missing out" on social milestones and norms (6/8) were cited as sources of isolation and emotional fatigue. Having a family member or community-based care advocate was viewed as a critical source of support within both the health system and community (4/8). Discussion and Future Directions This ongoing qualitative research study in adolescent and young adults with SCD provides narrative data about the lived experience of sickle cell pain from the patient perspective. Interim analysis suggests several locations in the care trajectory where reports of pain may be particularly vulnerable to bias: in healthcare settings for management of acute-onset pain crisis, in schools and other academic support settings where knowledge of SCD may be incomplete, and in the transition of care from pediatric to adult care models. Particularly during acute pain management and transition care experiences, patients describe the use of stigmatizing language- in conversation and in the electronic health record- that contribute to feelings of isolation, frustration, and emotional suffering. Results of this study are being used to inform community, pastoral, and school-based sickle cell education programs as well as medical education curricula aimed at reducing stigmatizing language. Results are also being used to develop standard criteria for sickle cell patient advocates, and to improve infrastructure for the integration of patient advocates into sickle cell care teams. Future research will measure the impact of patient participation in narrative research on clinical outcomes and attitudes toward engaging the healthcare system, both for routine care and potential SCD clinical research. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

Longitudinality Matters: Qualitative Perspectives on a Longitudinal Clinical Experience in a Psychiatry Residency Training Program.

Longitudinal models of clinical care and education can positively impact the patient and provider experience in terms of health outcomes, satisfaction, and motivation. While residency programs have seen an increase in primary care longitudinal clinical experiences (LCEs), defined as outpatient clinics in which patients are seen by residents over the course of their entire training, less is known about such opportunities in psychiatry residency programs. This qualitative study explores the impact of a longitudinal training model on psychiatric resident skill development, relationships in the clinical learning environment, and professional identity formation. The authors conducted 24 semi-structured interviews of residents, graduates, and faculty in three well-established LCE clinics in a single, multi-site, academic psychiatry residency program. Transcripts were analyzed using inductive thematic analysis techniques. Themes were categorized into benefits and challenges. For benefits, themes included longitudinal relationships, improved feedback, near-peer teaching, early outpatient exposure, graduated independence, skill development, patient population expertise, and solidification of professional identity. For challenges, themes included system logistics, offsite panel management, and intermittent presence of junior trainees. Results suggest that overall, residents and faculty find the LCE a positive learning opportunity that has contributed to their professional development. LCEs do appear to have distinct challenges, largely logistical in nature, which can interfere with the favorability of residents' experiences. Developing strategies up front to minimize these logistical challenges will support the success of a longitudinal program.

A multisite randomized trial of implicit versus explicit modeling in clinical teaching

Purpose Faculty modeling of desired behaviors has historically been a part of the apprenticeship model of clinical teaching, yet little is known about best practices for modeling. This study compared the educational impact of implicitly versus explicitly modeled communication skills among U.S. medical students. Method Fourth-year medical students from six U.S. academic medical centers were randomly assigned one simulated clinical encounter in which faculty provided either implicit or explicit modeling of important communication skills. Outcomes were assessed by electronic surveys immediately before and after the simulations. Students were blinded to the purpose of the study. Results Students in the explicit arm were more likely to correctly cite two of the three key specific communication elements modeled by faculty: deliberate body position (53.3% vs. 18.6%, p < 0.001) and summarizing patient understanding (62.2% vs. 11.6%, p < 0.001). More students in the explicit study arm reported faculty ‘demonstrated a key behavior that they wanted me to be able to perform in the future’ (93.2% versus 62.8%, p = 0.002). Participating faculty stated they would modify their teaching approach in response to their experiences in the study. Conclusions In a multi-center randomized trial, explicit faculty role-modeling led to greater uptake of communication knowledge, greater recognition of skills, and a greater sense that faculty expected these skills to be adopted by students. These results must be considered in the context, however, of a simulated environment and a short timeframe for assessing learning with students who volunteered for a simulated experience.

Undergraduate Supervised Clinical Practicum Activities: An Enlightening Exploration.

Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena. The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies. [J Nurs Educ. 2022;61(10):591-593.].

An introduction to the TPSN model: a comprehensive approach to reducing the theory-practice gap in nursing

BackgroundThere are still concerns about the effectiveness of clinical education models which are done with the aim of reducing the theoretical-practical gap in nursing. In this article, we intend to describe an innovative model to create an integration and structured relationship between educational and healthcare provider institutions. The basis of this work is the full-time presence of nursing teacher in the clinical settings and the development of their role to improve the education of students and nurses and the quality of nursing services.MethodsThis was a participatory action research. This action research was implemented in four steps of problem identification, planning, action and reflection. Interviews, focus groups and observation were used for the qualitative part. Clinical Learning Environment Inventory (CLEI), Job Satisfaction in Nursing Instrument questionnaires and Patient Satisfaction with Nursing Care Quality Questionnaire were completed before and after the study. Qualitative content analysis, paired and independent t test were used for data analysis.ResultsThe academic-practice integration Model of TPSN is a dynamic and interactive model for accountability in nursing Discipline. Unlike the medical education model that includes patients, students, and physicians as the three points of a triangle, this model, which is shaped like a large triangle, places the person in need of care and treatment (patient, client, family, or society) in the center of the triangle, aiming to focus on the healthcare receiver. The model consists of three components (Mentoring component, Preceptorship component, and integrated clinical education component). Each of the components of this model alone will not be able to eliminate the ultimate goal of bridging the theory-practice gap.ConclusionsA new and innovative model was proposed to reduce the theory-practice gap in the present study. This model increases the collaboration between educational institutions and healthcare settings compared with the previous models. The TPSN model helps students, nurses, and nursing instructors integrate theoretical knowledge with clinical practice and act as professional nurses.

Fondasi Ecological-Philosophy dengan Model Place-Based Education untuk Clinical Legal Education

Human misdeeds and the absence of legislative acknowledgement of environmental integrity cause environmental devastation. Historically, anthropocentric views of law have resulted in laws that serve as instruments to tame and manage nature, with nature existing solely as a means to an end: human welfare (in terms of human rights). As a legal instrument, it might be considered a natural legitimacy that destroys the environment, particularly via anthropocentric power relations. Environmental law is still biased in favor of human wellbeing rather than ecological integrity. As a result of this study, it is necessary to design an extra learning model for Clinical Legal Education (CLE) based on the Ecological Philosophy paradigm that supports the Deep Ecology perspective with the Pedagogy of Place-Based Education (PBE) Model. This study uses a qualitative descriptive-analytical approach to highlight the situation and legal requirements. The outcomes of this study indicate that the prevalence of the anthropocentric paradigm in law results in clinical legal education that is similarly anthropocentrically constrained. Connectivity while activity exists solely between humans. Therefore, CLE requires one more model to be liberated. The PBE paradigm successfully connects humans with their ecological surroundings. This relationship must adhere to the ecological paradigm. Therefore, the ecological philosophy foundation supplied can enhance students' environmental consciousness. So that in clinical legal education activities, students are ecologically aware and may encourage access to environmental justice.

Analysis of Obstetric Clinical Nursing Integrating Situational Teaching Simulation.

This paper applies the situational teaching mode to obstetric clinical nursing. When explaining the nursing operation skills, according to the pre written script, design some common clinical nurse-patient conflicts and carry out situational simulation performances, so as to inspire students to think about how to effectively communicate with patients and their families and establish a harmonious nurse-patient relationship. At the same time, this paper also urges students to improve their initiative of autonomous learning and actively participate in the whole process of learning, rather than passively accept knowledge. Finally, the teaching methods of combining obstetric clinical nursing teaching with experimental teaching were compared to explore the effectiveness of situational teaching simulation teaching mode. Through the experimental comparative analysis, it can be seen that the obstetric clinical nursing teaching model based on situational teaching simulation has a certain effect and has a good guiding significance for the practical teaching of obstetric clinical nursing.

The Paybacks of Using Online Multimedia in Training for Resident Doctors

This paper analyses the use of multimedia technology in training orthopaedic residents and assesses how such aids can improve residents’ ability to master treatments in orthopaedic surgery. To this end, a total of 120 resident trainees who had recently graduated from clinical medicine were recruited for this study, and were classified into two groups. Based on which, the new teaching model using multimedia aids was studied and compared with traditional teaching model (mainly with oral presentation). . The results show that resident trainees with the new teaching model could be more active in thinking ability and interest, and have improved learning outcomes, compared with those with traditional teaching models. Meanwhile, the former trainees showed reduced passive, thereby their understating of key points was strengthened. Overall, the use of multimedia images improved the quality of teaching, transformed the teacher-centred clinical teaching model, and increased trainees’ level of satisfaction with the teaching methods. Therefore, this paper concludes that the use of multimedia images can significantly improve the quality of clinical teaching for resident trainees and should be widely promoted.

The Collaborative Clinical Learning Experience in Physical Therapy: Student and Instructor Perspectives

Introduction. A clinical collaborative learning experience (CCLE) is a viable clinical education model in physical therapy (PT). The purposes of this study were to 1) examine factors perceived to influence a successful CCLE, and 2) examine processes that make it successful. Review of Literature. Factors contributing to a successful CCLE, including teaching strategies, student characteristics, and environment, have been reported. The processes that occur during a CCLE that influence its success have not been studied. Subjects. Twenty-nine students and 18 clinical instructors (CIs) involved in CCLEs. Methods. Using a grounded theory approach, phase 1 examined perceived factors contributing to efficacy of the CCLE through surveys and focus groups. Phase 2 examined the processes involved in team building, leading to an effective CCLE through journals and focus groups. Results. Student and clinic factors were perceived to affect the success of the CCLE. The evolution of an effective team that depended on effective communication was deemed the cornerstone of a successful CCLE. The student strategies of self-reflection, idea sharing, and active observation along with clinic-driven strategies of role assignment and a positive learning environment fostered team development. All students in the CCLE were successful as measured by the Clinical Performance Instrument (full-time experiences) and the integrated clinical experience evaluation supporting the trustworthiness of the qualitative findings. Discussion and Conclusion. These findings expand the considerations for an effective CCLE and provide a basis for understanding the processes involved in a successful CCLE. This process is focused on developing an effective student–CI team. Preparation and training of students and CIs in the importance of team development and strategies to achieve this are warranted. The CCLE may address the shortage of clinical placements in PT and enhance the learning that occurs in PT clinical education.

Evaluation of the Effectiveness of Individually Tailored Lifestyle Intervention in Patients With Familial Hypercholesterolemia.

The aim of this study was to evaluate the effect of a theoretically-based individually tailored lifestyle intervention on healthy lifestyle changes and improvement in disease management in patients with familial hypercholesterolemia (FH). In this randomized controlled clinical trial, 120 patients with FH were randomly assigned (1:1) to receive education and counseling based upon the Transtheoretical Model of Health Behavioral Change (n = 60) or conventional clinical education (n = 60). All patients were evaluated for healthy lifestyle changes, adherence to therapy, lipid levels, blood pressure, body mass index, and waist measurement at baseline and at 12th and 24th weeks' visits. Motivational interviews resulted in a significant improvement in healthy lifestyle changes and treatment adherence in the intervention group. In addition, there were significant decreases in body mass index (-7.49%), low-density lipoprotein cholesterol (-37.14%), and blood pressure (13.3%) in the intervention group. Our results showed that an individually tailored lifestyle intervention was effective in facilitating healthy lifestyle changes and improvement in treatment adherence and in decreasing cardiovascular risk factors including cholesterol levels in patients with FH.

Evaluation of Clinical Teaching by Nursing Students at the Higher Institute of Nursing and Health Techniques in Casablanca, Morocco

Clinical teaching is an integral component of nursing education. As such, nursing students' evaluations provide insight into their perceptions of this style of teaching. It's a type of evaluation that was devised to improve education through formative assessment. The students' point of view on the instruction they receive is a fundamental element since they are the main recipients, and they appear more and more as partners in the educational process. Therefore, the purpose of this study is to explore and describe students' perceptions of clinical instruction at the Higher Institute of Nursing and Health Technology in Casablanca. To address this, we have drawn from Knox and Mogan's (1985) model of effective clinical nursing teaching. The results obtained showed that the teaching ability dimension received the highest score (4.61±1.62), followed by nursing competence, personality, and interpersonal interaction. Nevertheless, students gave the component of evaluation the lowest score (4.20±1.76). With p &gt; 0.05 for all dimensions, the Mann-Whitney test reveals that the differences between the two groups of students are not statistically significant. For more accurate findings, however, further research is needed, and teachers and tutors should highlight the differences between the three groups.&#x0D; &#x0D; Received: 24 December 2021 / Accepted: 23 January 2022 / Published: 5 March 2022

Cognitive preceptorship: An emerging nurse practitioner role transition to practice model.

Transition to practice is difficult for nurse practitioners (NP) pre and post-graduation. At the core of NPs' successful transition to practice is clinical education. There is a lack of theoretical knowledge to guide NPs' transition to practice through preceptorship. The current academic clinical education model and onboarding process in clinical settings require restructuring. Preceptorship is the most important element of NPs' transition to practice; it is in need of restructuring. There is a need for evidence to guide the restructuring of pre and post-graduation NP preceptorship. This paper aims to provide a description and application of the Cognitive Preceptorship Model to the nurse practitioner role transition process. An extensive literature review of NPs' preceptorship during role transition was conducted and the Cognitive Preceptorship Model (CPM) derived from the literature review of other theories and models: the Schlossberg's Transition Theory; Collin's et al. Cognitive Apprenticeship Model;. and Barnes's NP transition attributes. The CPM model's concepts and application to practice are described; included is a description of preceptorship, CPM model origination, as well as CPM model concepts and application. The CPM model's concepts guide the specific application of the preceptorship process to both NP students and novice NPs' transition to practice pre and post-graduation.