Noorul Amin,
Sajad Hussain Naik,
Ajaz Ahmad Bhat,
- Senior Nursing Officer Senior Nursing Officer, Sher-i-Kashmir Institute of Medical Sciences, Srinagar, Jammu and Kashmir, India JAMMU AND KASHMIR INDIA
- Senior Nursing Officer Senior Nursing Officer, Sher-i-Kashmir Institute of Medical Sciences, Srinagar, Jammu and Kashmir, India JAMMU AND KASHMIR INDIA
- Senior Nursing Officer Senior Nursing Officer, Sher-i-Kashmir Institute of Medical Sciences, Srinagar, Jammu and Kashmir, India JAMMU AND KASHMIR INDIA
Abstract
Introduction: Clinical education also called clinical teaching, is one of the practical based approaches whereby the students are exposed to natural and practical settings. Clinical education refers to the process of educating and training healthcare professionals, such as medical students, nurses, or other allied health professionals, in a real-world clinical setting. This form of teaching is crucial for translating theoretical knowledge into practical skills and fostering the development of clinical competence. Clinical education occurs in various healthcare settings, including hospitals, clinics, and other patient care facilities whereby a learner is in direct contact with the client be it patient, family or community. Aim: The aim of the study was to explore the practice of clinical teaching of clinical instructors of nursing students. Methodology: The study was selected after observing the behaviour of clinical instructors and nursing students for more than a year. The clinical instructors were observed for their behaviour in the clinical areas and hospitals based on their practice. The clinical instructors were observed by utilising a self-structured observational checklist and inter. Results: The results depicted that none 0% of the clinical instructors accompanying students were maintaining any kind of interaction or communication with the clinical staff be it ward incharges or supervisors or immediate preceptors of the students, only 13.33% of the clinical instructors were sighted to have accompanied the students on the first day for general orientation, (0%) none of the clinical instructor ever demonstrated any procedure to the students in the areas where they were being observed, None 0% of clinical instructors have ensured that students have their written objectives with them to be achieved, only 53.33% of the clinical instructors were observed to be following infection control measures where entering the place of observation, 33.33% of the clinical instructors were observed to be maintaining attendance registers and discipline of students while as others were not maintaining so and were observed to have delegated this responsibility to ineligible and biassed class representatives, only 33.33% were reported to be observing student behaviour, 86.66.% never tried to look for students proper uniform, pocket articles and clinical diaries, None 0% of the clinical instructors were able to checks clinical diaries along with reporting and departure time and correlating same with hospital/ ward records, none 0% used to conduct surprise rounds to check whether students are in their place of posting, None 0% of the clinical instructor conducted case reports and case studies along bedside in presence of patient, the observation also lead to conclusion that near about 40% of clinical instructors ensures and conducts health education/talk of students in the ward at appropriate place for the benefit of the patients/attendants, None 0% of the clinical instructors communicates with preceptor to whom students were assigned regarding competency gained, None 0% were seen evaluating the students as per the competency gained during clinical posting and prerequisites completed, None 0% were observed to have served as a link between clinical nursing and nursing education as they never interacted with clinical staff/administration not with their heads in colleges. It also came to fore that just 20% of the students responded that they were accompanied by their clinical instructors for providing orientation to different areas of the hospital on the first day only, All of the students (100%) responded that their clinical instructors never demonstrated any kind of procedures in their respective place of posting, (100%) of the nursing students were in consistent with the fact that they were never evaluated by their clinical instructors on competency based learning, (100%) of students never ever presented their case studies/case reports in presence of concerned patient, only 16% of nursing students were asked for their uniform/pocket articles/positive behaviour and other essential requisites required for clinical posting, (100%) of students were never monitored their punctuality of reporting and departure from the department by cross checking with hospital records, (100%)of the students responded that they were never asked to get their log books/ clinical diaries signed by their clinical preceptors/guide/incharge in ward or place of posting, (100%) of the students responded that clinical instructors never checked their clinical diaries for reporting and departure time and correlating same with hospital/ ward records, (100%) of the subjects interviewed responded that their instructors never conducted a surprise visit to their area without informing their class representatives, 96% of the students responded that they were evaluated and assessed for their case studies/reports/presentation in the areas outside their clinical postings like colleges, classrooms, corridor, buses etc, 90% of the students nodded yes for the delegation of responsibility to class representatives who used to move out of their clinical areas to mark attendance thus delegating responsiblity to ineligible persons. Moreover this has created a group within a group and has kept them at bay of learning by assigning them supervisory work instead of learning. Conclusion: The present study concluded that clinical instructors never indulge into clinical education while students are placed in clinical posting. The clinical instructors have restricted their role upto marking attendance of learners that too by delegating their legitimate duties to ineligible class representatives. They don’t help in shaping the behaviour, discipline, communication of the students nor they help in competency development in learners. The instructors don’t do what they are meant for thus are indulged in unethical behaviour and account for breach of duty. The students considering them as their role models get derailed from the tract and lose faith in the system and think the same to be followed in future life as well.
Keywords: Clinical education , clinical teaching, practical based approaches , natural and practical settings
[This article belongs to Journal of Nursing Science & Practice(jonsp)]
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Journal of Nursing Science & Practice
| Volume | 14 |
| Issue | 02 |
| Received | June 5, 2024 |
| Accepted | June 9, 2024 |
| Published | July 18, 2024 |