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Teacher-induced countertransference in clinical teaching

B Paterson1, M Groening

  • 1University of British Columbia School of Nursing, Vancouver, Canada. paterson@nursing.ubc.ca

Journal of Advanced Nursing
|June 1, 1996
PubMed
Summary

Clinical teachers

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Area of Science:

  • Medical Education
  • Psychology
  • Nursing Education

Background:

  • Clinical teaching is an interpersonal and relational process.
  • Limited research exists on conflicts and emotions within student-teacher relationships in clinical settings.

Purpose of the Study:

  • To explore the application of countertransference from psychotherapy to clinical teaching.
  • To understand clinical teachers' subjective responses to students.
  • To examine the negative effects of teacher countertransference in clinical education.

Main Methods:

  • Discussion of the concept of countertransference.
  • Application of countertransference theory to clinical teaching dynamics.
  • Exploration of implications for nursing education.

Main Results:

  • Countertransference offers a framework for understanding clinical teachers' subjective responses.
  • Teacher countertransference can negatively impact clinical teaching effectiveness.
  • The concept has significant implications for clinical nursing education.

Conclusions:

  • Countertransference is a relevant concept for analyzing student-teacher dynamics in clinical education.
  • Addressing teacher countertransference is crucial for improving clinical teaching and nursing education.
  • Further research is needed on managing countertransference in clinical teaching environments.

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