Vahid Zamanzadeh, Zohreh Parsa Yekta, Eskandar Fathi Azar, Leila Valizadeh,
Volume 2, Issue 2 (11-2002)
Abstract
Introduction: Clinical Education is the essential part of nursing education. Because the nursing teachers' clinical role is not clearly defined, this study was designed to understand the clinical role and its process in nursing teachers.
Methods: This was a qualitative research (Grounded Theory) in which 15 nursing teachers of five nursing schools participated based on theoretical sampling. The data were collected using a semi-structured interview. The data constant comparison was used for analysis.
Results: Categories including role clarity, professional identity, professional autonomy and fitting in were proposed as the means of describing how the respondents approached their clinical role.
Conclusion: Due to perceived role ambiguity and professional dependence, the nursing teachers have problems in achieving their role of mastery. They try to avoid these problems by making a new professional identity and fitting in strategies. Unfortunately, these strategies banish them from educational real goals.
Key words: Nursing Teachers, Clinical Role, Role Clarity, Nursing Education
Address: Zamanzadeh V, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
Source: Iranian Journal of Medical Education 2002 6: 27-32.
Fatemeh Heshmati Nabavi, Zohreh Vanaki, Eesa Mohammadi,
Volume 11, Issue 6 (1-2012)
Abstract
Introduction: Parthnership in clinical education is a duty for all those involved in providing health care. Nurses’ involvement in clinical education can reduce the gap between theory and practice. This study aimed to identify the mechanisms used by nursing educators to attract staff nurses’ parthnership in the delivery of clinical education. Methods: This is a qualitative content analysis study performed in year 2009. Fifteen nursing clinical educators, staff nurses, educational managers, and nurse managers of Mashhad University of Medical Sciences and Tehran University of Medical Sciences participated in this study. Data was collected through semi-structured interviews. Primarily, purposeful sampling was performed and continued using snowballing method and continued until data saturation. All interviews were recorded and subsequently transcribed. The analysis was carried out by qualitative content analysis method. Results: Six themes were discovered through rich and deep descriptions by participants. These include acquiring skillfulness supremacy, being realistic, commitment and responsibility, modesty, using other nurses’ experiences, and assertiveness. Conclusion: Nursing educators use their special approaches to make effective and appropriate personal and professional relationships with clinical nurses and transfer their experiences to the students. These personal mechanisms should be systematically supported through incorporation within organizational programs shared by academic and clinical institutes. This will enhance the efficacy of nursing educators in accomplishing their clinical role
