Perceived clinical constraints in the nurse student–instructor interactions: A qualitative study

• Published in: Nurse education in practice 2013-11, Vol.13 (6), p.546-552
• Main Authors: Shahsavari, Hooman, Parsa Yekta, Zohreh, Houser, Marian L., Ghiyasvandian, Shahrzad
• Format: Article
• Language: English
• Subjects: Academic Achievement; Adult; Attitude of Health Personnel; Classrooms; Clinical education; Clinical medicine; Clinical nursing; Clinical training; Constraints; Content analysis; Disputes; Dominance; Education, Nursing - organization & administration; Educational Environment; Educational Experience; Educational Facilities Improvement; Educational Objectives; Eligibility; Evidence; Eyes; Faculty, Nursing - statistics & numerical data; Female; Humans; Interpersonal Relationship; Interprofessional Relations; Interviews; Learning; Male; Medical education; Medical Evaluation; Middle Aged; Nursing; Nursing education; Nursing Education Research; Nursing Evaluation Research; Nursing Methodology Research; Nursing Students; Professional Identity; Qualitative Research; Sampling; Semi Structured Interviews; Structured Interviews; Student Centered Curriculum; Student Evaluation; Students; Students, Nursing - psychology; Students, Nursing - statistics & numerical data; Student–instructor relationship; Teachers; Teaching Methods; Theory Practice Relationship; Thinking Skills; Uncertainty; Workplaces; Young Adult
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2013.05.006

Effective student–instructor interactions impact the quality of nursing clinical education. There are a myriad of different factors related to clinical settings that affect these interactions and they have received less attention in nursing studies. Identifying clinical constraints that impact the nursing student–instructor relationships will help nursing instructors to manage clinical learning situations in a more effective manner. The goal of this study was to identify the primary factors that influence the student–instructor interactions within clinical settings. A purposeful sampling strategy was applied to recruit 18 nursing students and instructors to participate in qualitative, semi-structured interviews. In order to identify relevant themes of transcribed interviews, qualitative content analysis was utilized. Data analysis resulted in the development of five main themes that represent essential interaction constraints in clinical contexts. These themes include: outsiders' eyes, dominance of act, close contact, clinical workplaces' disputes, and instability and uncertainty. The results of this study can serve to improve the understanding and practice of international clinical nursing instructors within the clinical education context. The behaviors that emerged were based on clinical constrains and an awareness each can serve to enhance the instructor–student relationship.