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An innovative model for clinical teaching

S C Baird, A Bopp, K K Kruckenberg Schofer

    Nurse Educator
    |May 1, 1994
    PubMed
    Summary
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    The Clinical Teaching Associate Model reduces stress for nursing faculty by enabling staff nurses to assist in student supervision. This innovative approach benefits both students and faculty in clinical settings.

    Area of Science:

    • Nursing Education
    • Clinical Supervision
    • Healthcare Workforce Development

    Background:

    • Clinical teaching presents significant stress for nursing faculty in demanding hospital environments.
    • Traditional supervision models may not adequately support faculty or optimize student learning experiences.

    Purpose of the Study:

    • To evaluate the effectiveness of the Clinical Teaching Associate Model in supporting nursing faculty during clinical supervision.
    • To explore the benefits of this model for nursing students and faculty.
    • To assess the model's potential for creating diverse clinical learning opportunities.

    Main Methods:

    • Pilot testing of the Clinical Teaching Associate Model in three hospitals.
    • Involvement of an associate and a baccalaureate degree nursing program.

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  • Collaboration between faculty members and staff nurses for direct student supervision.

    • Main Results:

    • The model facilitated staff nurse involvement in direct clinical supervision of nursing students.
    • Positive benefits were observed for both students and faculty members.
    • The model demonstrated potential for enhancing the design of varied clinical experiences.

    Conclusions:

    • The Clinical Teaching Associate Model offers a viable solution to mitigate clinical teaching stress for nursing faculty.
    • This model enhances the clinical learning environment for students through collaborative supervision.
    • The model provides a flexible framework for developing diverse and effective clinical education.