Role Of Clinical Instructor Research Articles

So You Are a Clinical Instructor-Now What?

Many nuclear medicine technologists find themselves in the role of clinical instructor, often without much in the way of educational background. This article provides a few recommendations on how to get started in this role. After distinguishing between the roles of affiliate education supervisor and clinical instructor, the article discusses 2 basic tools: the clinical course learning outcomes and the student handbook. Expectations for students are reviewed. An important aspect of clinical instruction is the attitude of the instructor. Clinical instructors can motivate students or demotivate them, with this choice having a significant impact on the student's development. Overall, the desire and determination to be pleasant and helpful to students make the greatest difference in their development into nuclear medicine technologists.

The Role of Clinical Instructor in Nursing Clinic Practice

The rapid development of technology in the field work does not only require that college graduates have extensive knowledge, but also have professional skills that are ready to be used in the job field. The achievement of student skills in clinical practice cannot be separated from the role of clinical instructor. Clinical instructors have a responsibility to ensure students learn and gain clinical skills experience. The nurses who are appointed as clinical instructor have a dual role. They are not only as clinical instructor, but also carrying out roles as team leaders, room manager and implementing nurses. This can have an impact on the implementation of the role as clinical instructor. This research aims to determine the role of clinical instructor at St. Elizabeth Hospital Semarang. This type of research is qualitative research. The main informants in this study are clinical instructor, while the triangulation informants are students who carry out clinical practice at St. Elisabeth Hospital Semarang. Informants were taken by using purposive sampling technique. Data collection was carried out by in-depth interviews. The research resulted in 2 themes, the role as an educator and as a motivator.

The Clinical Instructor Program: Improving Self-efficacy for Nurse Educators.

The purpose of this study was to determine whether an online program, the Clinical Instructor Program (CIP), was helpful in improving feelings of efficacy for nurse clinicians in the role of clinical instructor. In addition, understanding of the clinical instructor role, knowledge of instructional content, and understanding of instructional strategies were evaluated before and after CIP participation. A primary finding of the study was that overall self-efficacy significantly improved.

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (p<0.05) and Kendall's t=0.944, (p<0.05). Results indicated that the student nurses are one in terms of their most preferred clinical instructor attribute, which was clinical teaching capacity (38.14%) followed by interpersonal relationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences.

Teaching efficacy of nurses in clinical practice education: A cross-sectional study

BackgroundClinical nurses play a vital role in clinical practice education; thus, it is necessary to help clinical nurses have teaching efficacy through the development and application of systematic education programs. ObjectivesTo identify nurses' teaching efficacy for clinical education and analyze the influencing factors of teaching efficacy. Design and MethodsThe study used a cross-sectional design. We used a convenience sample of 263 nurses from two hospitals. Teaching efficacy, general characteristics, and perception of clinical practice education were collected via self-reported questionnaires. Teaching efficacy was measured using Hwang's (2006) questionnaire, while perception of clinical practice education was measured using the Clinical Nurse Teacher Survey developed by Nishioka et al. (2014). Participants completed the questionnaire directly. The collected data were then analyzed using descriptive statistics, t-tests, ANOVAs, and multiple regression analysis with PASW Statistics 18.0. ResultsThe mean total score of teaching efficacy was 72.5 (range 21–105). The leadership for students subscale had the highest score (3.56±0.59). The factors influencing teaching efficacy were length of clinical career (β=0.26, p<0.001) and perceptions of work satisfaction (β=0.20, p=.005), clinical supervisory relationship (β=0.18, p=.010), and nursing at the hospital ward (β=0.13, p=.029). Altogether, these variables explained 28% of the variance in teaching efficacy in nurses. ConclusionBased on these results, nursing educators might need to develop greater confidence in their knowledge and enhance control of their teaching strategies. Nursing schools and hospitals might need to provide greater support and educational opportunities to nurse clinical practice instructors. Furthermore, constructing a system of cooperation between these colleges and educational hospitals, developing programs to enhance teaching efficacy, and identifying the clinical instructor's role are all necessary to promote clinical practice education.

The Clinical Instructor Role in Nursing Education: A Structured Literature Review

A structured literature review was conducted to understand clinical instructors' perceptions of their role and the factors that facilitate and constrain their teaching in undergraduate nursing programs. The literature published in English between 2000 and 2011 was searched, and data were extracted from 15 articles that met the inclusion criteria. The analysis identified four themes-characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context on the role. Clinical instructors are portrayed as needing to be good educators, as well as excellent clinicians. However, they often lack formal education and professional development opportunities related to the role and must draw on their individual personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they simultaneously work.

Being an Effective Athletic Training Clinical Instructor

The responsibility to provide high-quality clinical instruction in athletic training professional preparation programs is increasing dramatically. Certainly, clinical education is a critical component of all allied medical-education programs; and athletic training is no exception. To succeed in the role of clinical instructor (CI) requires considerable attention to teaching that might not have been included in the CI's professional education. It is not uncommon to find that allied medical CIs do not have formal preparation in education and have been selected because of their professional skills rather than their teaching abilities (Jarski, Kulig, & Olson, 1990). Although expertise as a clinician is important, it does not guarantee expertise as a CL In addition, to succeed as a CI requires balancing clinical teaching and patient care. This is undoubtedly a complex task. In this article we identify the characteristics, qualities, and skills presented in the allied-medical-professions literature that are pertinent to developing effective CIs (see the sidebar). The information presented will be useful for athletic training approved clinical instructors (ACIs) and CIs, in general. The abbreviation CI will be used to represent both ACIs and CIs in this article.