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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Teaching Crucial Knowledge vs. Helping Out on the Unit.

Douglas P Olsen1, Lisa M Palmer, Kathleen Poindexter

  • 1Douglas P. Olsen is an associate professor, Lisa M. Palmer is an instructor, and Kathleen Poindexter is an assistant professor at the Michigan State University College of Nursing in East Lansing. Olsen is also a contributing editor of AJN. Contact author: Douglas P. Olsen, douglas.olsen@hc.msu.edu. The authors have disclosed no potential conflicts of interest, financial or otherwise.

The American Journal of Nursing
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PubMed
Summary

Clinical instructors face a dilemma balancing teaching responsibilities with immediate patient care demands. This study explores the ethical considerations and practical strategies for managing these competing priorities in medical education.

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Area of Science:

  • Medical Education
  • Clinical Ethics

Background:

  • Clinical instructors are essential for training future healthcare professionals.
  • Balancing educational duties with urgent patient care presents unique ethical challenges.

Purpose of the Study:

  • To explore the ethical considerations faced by clinical instructors.
  • To identify strategies for managing the conflict between teaching and patient care.

Main Methods:

  • Qualitative study involving interviews with clinical instructors.
  • Thematic analysis of interview data to identify key themes.

Main Results:

  • Instructors often prioritize patient safety over educational opportunities when conflicts arise.
  • Strategies include pre-briefing, real-time feedback, and post-clinical debriefings.
  • The need for institutional support and clear guidelines was highlighted.

Conclusions:

  • Effective clinical instruction requires navigating the tension between education and patient care.
  • Developing structured approaches can help instructors manage these competing demands.
  • Further research is needed on best practices for ethical clinical supervision.