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Work Role Perspectives of Clinical Instructors From Three Countries
Cheryl Zlotnick1, Sharon M Jones, Ainat Koren
1Cheryl Zlotnick, DrPH, RN, is associate professor, Department of Nursing, University of Haifa, Israel. Sharon M. Jones, PhD, RN, CNE, is assistant professor, Indiana University-South Bend College of Nursing. Ainat Koren, PhD, RN, is associate professor, University of Massachusetts-Lowell School of Nursing. Anya Peters, PhD, RN, CNE, is assistant professor, University of Massachusetts-Lowell School of Nursing. Cheryl Saffer, EdD, RN, NE-BC, is coordinator of clinical education and nursing research, Saint Peter's University Hospital, New Brunswick, New Jersey. Malvin Torsvik, MSc, RN, is associate professor, Faculty of Health, Nord-Trøndelag University College, Levanger, Norway. Dalit Wilhelm, MA, RN, is head of the academic clinical unit, Department of Nursing, University of Haifa, Israel. For more information, write to Dr. Zlotnick at czlotnick@univ.haifa.ac.il.
Background:
Educational institutions partner with health facilities to provide clinical education, but the impact of these partnerships on clinical instructors is rarely examined.
Method:
A cross-sectional study was used to obtain surveys from a convenience sample of clinical instructors (n = 135) working in Israel, Norway, and the United States. The Nursing Clinical Instruction Role Assessment Tool (N-CIRAT) was developed to elicit clinical instructors' perspectives on the importance and nature of their work roles.
Findings:
The N-CIRAT exhibited good reliability and revealed three different work roles: educator, hospital partner, and patient advocate. The educator work role did not differ by primary employer; it did for the work role of hospital partner (p < .05) and patient advocate (p < .05). Patient advocate work role importance was rated high for all clinical instructors.
Conclusion:
The educator role of clinical nurse educators, including being a role model and encouraging reflection, is universal among clinical instructors.
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