Strides in Development of Medical Education

Document Type : Original Article

Authors

1 Ph.D. in Nursing Education, Assistant Professor of Child and Family Nursing Dept., Education Development Center, Golestan University of Medical Sciences, Gorgan, Iran

2 Ph.D. in Nursing Education, Assistant Professor of Community Health Nursing Dept., Education Development Center, Golestan University of Medical Sciences, Gorgan, Iran

Abstract

  Background & Objective : In a clinical environment where students learn their professions practical skills and become acquainted with their future roles and responsibilities having a capable and effective clinical instructor is vital to assure an appropriate atmosphere for learning and applying skills and organizing learning in a clinical environment This study aimed to determine the characteristics of an effective instructor according to nursing & midwifery students and instructors point of view   Methods : In this qualitative phenomenological study 30 students and 8 instructors of nursing and midwifery in Gorgan University of Medical Sciences were selected using purposive sampling method Data was collected using semi structured deep and interactive interviews They were analyzed using an approach recommended by Collaizi   Results : The analysis of documents revealed three common concepts of characteristics of an effective clinical instructor according to the students and instructors point of view They included practical and scientific competencies educational management competencies and good behavior Participants also mentioned a variety of issues as inhibitors for effectiveness of an instructor and clinical learning The most important of them were lack of enough facilities old educational centers a paternalistic state created by medical doctors in educational centers and reluctance of nursing students to their career   Conclusion : Our findings suggest that a systematic and alternative thinking is essential for improvement of a clinical education setting The enhancement of the instructors theoretical and clinical skills should accompany physical structural and qualitative changes of educational centers

Keywords

  1. Windsor A. Nursing students’ perception of clinical experience. J Nurs Educ 1987; 26 (4): 150-4.
  2. Dunn SV, Burnett P. The development of a clinical learning environment scale. J Adv Nurs 1995; 22(6): 1166-73.
  3. Nahas VL, Nour V, AL-Nobani M. Jordanian undergraduate nursing students’ perceptions of effective clinical teachers. Nurs Educ Today 1999; 19 (8): 639-48.
  4. Nolan CA. Learning on clinical placement: The experience of six Australian student nurses. Nurs Educ Today 1998; 18 (2): 622-9.
  5. Dunn SV, Hansford B. Undergraduate nursing students’ perceptions of their clinical learning environment. J Adv Nurs 1997; 25 (6): 1299-306.
  6. Morgans SA. Teaching activities of clinical instructors during the direct clinical care period: A qualitative investigation. J Adv Nurs 1991; 16 (10): 1238-46.
  7. Morgan J, Knox JE. Characteristics of best and worst clinical teachers as perceived by nursing faculty and student. J Adv Nurs1987; 12 (3):231-7.
  8. Fowler J. Nurses’ perceptions of the elements of good supervision. Nurs Times 1995; 91(22): 23-34.
  9. Close L, Koshar JH, DelCarlo T. Clinical collaborative model: A new twist on an old challenge. J Nurs Educ 2000; 25 (1): 25-7.
  10. Ross JA, Bruce CD. Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education 2007: 23 (2); 146-59.
  11. Zaighami R, Faseleh M, Jahanmiri Sh, Ghodsbin F. Nursing student’s viewpoints about the problems of clinical teaching. Journal of Qazvin University of Medical Sciecnes & Health Services 2004; 8 (1): 51-5. [In Persian]
  12. Omidvar SH, Bakouee F, Salmalian H. Clinical Education Problems: The viewpoints of midwifery students in Babol Medical University. IJME 2005; 5 (2): 18-23. [In Persian]
  13. Streubert HJ, Carpenter DR. Qualitative research in nursing. 3rd ed. Philadelphia: Lippincot; 2003.
  14. Nehring V. Nursing clinical teacher effectiveness inventory: A replication study best and worst clinical teachers. J Adv Nurs 1990; 15 (8): 934-40.
  15. Abedian Kasgari K, Pazandeh F, Shah-hoseini Z. The characteristic of an effective clinical instructor from nursing and midwifery students’ point of view in Uuniversities of Medical Sciences in Tehran City. Master’s dissertation. Tehran: Shahid Beheshti School of Nursing & Midwifery; 2003. [In Persian]
  16. Rahimi A, Ahmadi F. The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in Tehran’s Nursing Schools. IJME 2005; 2(5): 77-84. [In Persian]
  17. Khalifehzadeh A, Salehi Sh, Hazanzadeh A. The effect of clinical supervision on skills of nursing students in Isfahan University of medical sciences from their perspectives. IJME 2001; 1 (3): 36-40. [In Persian]
  18. Alavi M, Abedi H. Nursing students’ experiences and perceptions of effective instructor in clinical education. IJME 2008; 2(7): 325-34. [In Persian]
  19. Pazandeh F, Abedian K, Jannesari Sh, AlaviMajd H. The characteristic of an effective clinical instructor from nursing and midwifery students of Medical Sciences Universities in Tehran. Journal of Mursing & Midwifery Tehran University of Medical Sciecens 2006; 16 (55): 46-54. [In Persian]
  20. Boor K, Teunissen PW, Scherpbier AJ, Vander Vleuten CPM, Van de Lande J, Scheele F. Residents’ perceptions of the ideal clinical teacher--a qualitative study. Eur J Obstet Gynecol Reprod Biol 2008; 140 (2): 152-7.
  21. Sabzi Z, Sanagoo A, Jouybari L. Formal and informal education: Experinces and perspective of nursing and midwifery faculty members. Quarterly Nursing Research 2007; 2(4-5): 39-44. [In Persian]
  22. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004; 79 (Suppl. 10): S70-81.