Browse > Article
http://dx.doi.org/10.5977/jkasne.2019.25.4.484

Lived Experience of Clinical Nursing Instructors' Role in Clinical Practicum  

Lim, Sarah (Severance Hospital)
Hong, Soomin (College of Nursing, Yonsei University)
Kim, Sanghee (College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University)
Kim, Sookyung (College of Nursing, Yonsei University)
Kim, Yielin (Severance Hospital)
Publication Information
The Journal of Korean Academic Society of Nursing Education / v.25, no.4, 2019 , pp. 484-495 More about this Journal
Abstract
Purpose: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum. Methods: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992). Results: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: 'Helping and providing support for successful clinical practicum', 'Coordinating clinical activities in daily practice', 'Providing mentoring as an elder in life'; 2) Participating in improving integrative nursing competency: 'Helping to improve cognitive competency', 'Helping to improve functional competency', 'Contributing to form desirable professionalism', 'Helping to deliberate the nature of nursing'; 3) Experiencing difficulties in performing the role of clinical nursing instructor: 'Facing with difficulty from institutional limits', 'Recognizing difficulty from lack of personal knowledge and experience'; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: 'Making efforts to widen personal knowledge and experience', 'Developing one's own educational competency', 'Making a chance to reflect oneself'. Conclusion: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.
Keywords
Qualitative research; Education; Nursing;
Citations & Related Records
Times Cited By KSCI : 7  (Citation Analysis)
연도 인용수 순위
1 Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. New Jersey: John Wiley & Sons.
2 Cassidy, S. (2009). Subjectivity and valid assessment of pre-registration student nurse clinical earning outcomes: Implications for mentors. Nurse Education Today, 29(1), 33-39. https://doi.org/10.1016/j.nedt.2008.06.006   DOI
3 Chung, M. S., Park, J. S., Ryu, E. J., Shin, G. Y., Jun, H. Y., & Kim, B. J. (2015). Teaching effectiveness and adequacy of practical training in nursing students. Journal of Korean Academic Society of Nursing Education, 21(4), 550-560. https://doi.org/10.5977/jkasne.2015.21.4.550   DOI
4 Dobrowolska, B., McGonagle, I., Jackson, C., Kane, R., Cabrera, E., Cooney-Miner D., et al. (2015). Clinical practice models in nursing education: Implications for students' mobility. International Nursing Review, 62(1), 36-46. https://doi.org/10.1111/inr.12162   DOI
5 Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006   DOI
6 Gaberson, K. B., & Oermann, M. H. (2006). Clinical teaching strategies in Nursing (2nd ed.). New York: Springer Publishing Company.
7 Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. CA: Sage Publications.
8 Hart, P. L., Brannan, J. D., & De Chesnay, M. (2014). Resilience in nurses: An integrative review. Journal of Nursing Management, 22(6), 720-734. https://doi.org/10.1111/j.1365-2834.2012.01485.x   DOI
9 Hong, S. J., & Kim, E. H. (2014). Effects of preceptorship on nursing students' clinical competency, stress of clinical practice, and practice satisfaction in clinical practice. Journal of the Korea Academia-Industrial Cooperation Society, 15(10), 6204-6214. https://doi.org/10.5762/KAIS.2014.15.10.6204   DOI
10 Hyoung, H. K., Ju, Y. S., & Im, S. I. (2014). A concept mapping study on clinical stress for nursing students during clinical practice. Journal of Korean Academy of Nursing Administration, 20(4), 394-404. https://doi.org/10.11111/jkana.2014.20.4.394   DOI
11 Kuiper, R. A., O'Donnell, S., Pesut, D., & Turrise, S. (2017). The essentials of clinical reasoning for nurses: Using the Outcome-Present State-Test Model for reflective practice. Indianapolis, IN: Sigma Theta Tau International.
12 Jayasekara, R., Smith, C., Hall, C., Rankin, E., Smith, M., Visvanathan, V., et al. (2018). The effectiveness of clinical education models for undergraduate nursing programs: A systematic review. Nurse Education in Practice, 29, 116-126. https://doi.org/10.1016/j.nepr.2017.12.006   DOI
13 Kang, H. J., Bang, K. S., Park, J. S., Yu, J. Y., & Hwang, I. J. (2014). Clinical instructors' role experience in college of nursing. Journal of Korean Academic Society of Nursing Education, 20(3), 443-451. https://doi.org/10.5977/jkasne.2014.20.3.443   DOI
14 Kim, C. H., & Kim, J. Y. (2019). Influence of nursing students' clinical practice learning environment, self-leadership, and clinical practice belonging on nursing professionalism. Journal of Korean Academic Society of Nursing Education, 25(1), 5-16. https://doi.org/10.5977/jkasne.2019.25.1.5   DOI
15 Kim, H. S. (2012). The role of theory in clinical nursing practice. Klinisk Sygepleje, 26(2), 16-29.   DOI
16 Kim, S. H. (2017). Redesign of clinical practicum for end of life care with integrated perspectives. Open Journal of Nursing, 7(10), 1172-1180. https://doi.org/10.4236/ojn.2017.710085   DOI
17 Lee, A. K., You, H. S., & Park, I. H. (2015). Affecting factors on stress of clinical practice in nursing students. Journal of Korean Academy of Nursing Administration, 21(2), 154-163. https://doi.org/10.11111/jkana.2015.21.2.154   DOI
18 Lee, E. K., & Ji, E. J. (2016). Factors influencing nursing professionalism in nursing students: Clinical learning environment and attitude toward nurse-physician collaboration. Journal of the Korean Academy of Fundamentals of Nursing, 23(2), 126-135. https://doi.org/10.7739/jkafn.2016.23.2.126   DOI
19 Nolan, M. (2001). Successful ageing: Keeping the ‘person' in person-centered care. British Journal of Nursing, 10(7), 450-454. https://doi.org/10.12968/bjon.2001.10.7.5330   DOI
20 Niederriter, J. E., Eyth, D., & Thoman, J. (2017). Nursing students' perceptions on characteristics of an effective clinical instructor. SAGE Open Nursing, 3, 1-8. https://doi.org/10.1177/2377960816685571   DOI
21 Patton, M. Q. (2002). Qualitative evaluation and research methods. CA: Sage Publications.
22 Park, J. S., & Jang, S. Y. (2018). Preceptors' experiences of clinical nurse in the integrated nursing practice: Waiting and going together with burden to take on preceptee. Journal of Learner-Centered Curriculum and Instruction, 18(7), 959-985. https://doi.org/10.22251/jlcci.2018.18.7.959   DOI
23 Park, J. S., & Park, Y. S. (2018). Preceptees' experiences of nursing students in the clinical practice with preceptorship: "Being refined while taking a firm stand with lack". Journal of Korean Academic Society of Nursing Education, 24(2), 168-180. https://doi.org/10.5977/jkasne.2018.24.2.168   DOI
24 Park, Y. A., Kong, E. H., & Park, Y. J. (2018). Head nurses' experiences in clinical practice education of nursing students: A qualitative research. Journal of Korean Academic Society of Nursing Education, 24(4), 337-346. https://doi.org/10.5977/jkasne.2018.24.4.337   DOI
25 Reising, D. L., James, B., & Morse, B. (2018). Student perceptions of clinical instructor characteristics affecting clinical experiences. Nursing Education Perspectives, 39(1), 4-9. https://doi.org/10.1097/01.NEP.0000000000000241   DOI
26 Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042   DOI
27 Resnick, B. (2018). Person-centered care: The struggle persists. Geriatric Nursing, 39(6), 621-622. https://doi.org/10.1016/j.gerinurse.2018.10.007   DOI
28 Senyk, J., & Staffileno, B. A. (2017). Reframing nursing preceptor development: A comprehensive approach to improve education, standardize processes, and decrease costs. Journal for Nurses in Professional Development, 33(3), 131-137. https://doi.org/10.1097/nnd.0000000000000343   DOI
29 Shinners, J. S., & Franqueiro, T. (2015). Preceptor skills and characteristics: Considerations for preceptor education. The Journal of Continuing Education in Nursing, 46(5), 233-236. https://doi.org/10.3928/00220124-20150420-04   DOI
30 Smith, M. C. (2019). Regenerating nursing's disciplinary perspective. Advances Nursing Science, 42(1), 3-16. https://doi.org/10.1097/ANS.0000000000000241   DOI