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Clinical instructor?s challenges and teaching strategies in the 21st century | Abstract

Journal of Clinical Nursing and Practice

Abstract

Clinical instructor?s challenges and teaching strategies in the 21st century

Richard D Pascua

This mixed-method research design utilized Copeland and Hewsons (2000) questionnaire through a survey of all the clinical instructors and student-nurses in the fourth-level from the four universities in Negros Oriental, Philippines to evaluate the level of effectiveness of the teaching strategies employed in the clinical area. The evaluations made were compared across the different universities and whether the evaluations of the students relate to those of the instructors in general. It also employed separate Focus Group Discussions (FGDs) with six to eight instructors and student nurses, randomly chosen from those who have answered the questionnaire. These were analyzed through qualitative content analysis. Initially, open-coding was done to the transcribed FGD proceedings to map general categories and form themes and consequently, a framework was created to reveal the challenges they face in the clinical area. The study revealed that the clinical instructors rated their teaching strategies as excellently effective, while the students rated them as very effective. The study also revealed that the instructors are challenged by teacher-student generation, linguistic and cultural gaps and the students disturbed values system, undesirable scholastic traits and socio-economic state. Conversely, students are challenged by their instructors teaching and discipline styles. They are also confronted with institutional and personality prejudices in the clinical area. The study concluded that while the instructors and students view the effectiveness of the teaching strategies differently, they are also each other challenges. Thus, the study recommends enhanced teaching strategies through training.

 
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