Change search
ReferencesLink to record
Permanent link

Direct link
Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study
Univ Orebro, Sch Hlth & Med Sci, SE-70182 Orebro, Sweden..
Univ Boras, Sch Hlth, Boras, Sweden..
Univ Orebro, Sch Hlth & Med Sci, SE-70182 Orebro, Sweden..
Univ Skovde, Sch Hlth & Learning, Skovde, Sweden.;Malardalens Univ, Sch Hlth Care & Social Welf, Vasteras, Sweden..
Show others and affiliations
2015 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 12, 1289-1294 p.Article in journal (Refereed) PublishedText
Abstract [en]

Objectives: The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. Design and Settings: The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. Participants: The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. Methods: A questionnaire including the CLES + T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Results: Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. Conclusions: In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. (C) 2015 Elsevier Ltd. All rights reserved.

Place, publisher, year, edition, pages
2015. Vol. 35, no 12, 1289-1294 p.
Keyword [en]
Nursing education, Clinical education, Mixed methods, Nurse teacher, Student nurse, Triangulation
National Category
Health Sciences Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:kau:diva-40765DOI: 10.1016/j.nedt.2015.03.008ISI: 000365372700025PubMedID: 25846197OAI: oai:DiVA.org:kau-40765DiVA: diva2:908514
Available from: 2016-03-02 Created: 2016-03-02 Last updated: 2016-03-11Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textPubMed

Search in DiVA

By author/editor
Bisholt, Birgitta
By organisation
Department of Health Sciences
In the same journal
Nurse Education Today
Health SciencesNursing

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 38 hits
ReferencesLink to record
Permanent link

Direct link