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Towards effective clinical teaching in nursing.

J Wong1, S Wong

  • 1School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada.

Journal of Advanced Nursing
|July 1, 1987
PubMed
Summary

Nursing education faces challenges as clinical teaching shifts to less experienced instructors. This paper examines these issues and suggests solutions for improved quality in nursing programs.

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Area of Science:

  • Nursing Education
  • Clinical Teaching
  • Healthcare Pedagogy

Background:

  • Significant evolution in clinical learning and teaching structures over the past 20 years.
  • Increasing student demand for quality teaching over mere supervision in clinical settings.
  • Evolving expectations for university nursing faculty, including pressure for scholarly activities.

Purpose of the Study:

  • Critically examine the challenges associated with current clinical instruction models in baccalaureate nursing programs.
  • Identify problems arising from the assignment of clinical instruction to inexperienced or part-time faculty.
  • Propose actionable strategies to address identified issues in clinical nursing education.

Main Methods:

  • Critical analysis of current practices in clinical nursing education.
  • Review of faculty assignment patterns for clinical instruction.
  • Examination of the impact on nursing student learning and faculty roles.

Main Results:

  • Clinical instruction is increasingly delegated to inexperienced or part-time faculty.
  • This delegation presents significant challenges to the quality of nursing education.
  • Current faculty assignment models may not meet the evolving demands of students and educators.

Conclusions:

  • The current model of assigning clinical instruction requires re-evaluation.
  • Strategies are needed to support faculty and enhance the quality of clinical learning experiences.
  • Addressing these issues is crucial for the future of baccalaureate nursing programs.

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