The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence

• Published in: Journal of advanced nursing 2018-10, Vol.74 (10), p.2351-2362
• Main Authors: Nguyen, Van N.B., Forbes, Helen, Mohebbi, Mohammadreza, Duke, Maxine
• Format: Article
• Language: English
• Subjects: Adult; Anxiety; clinical nurse educator; clinical teaching; Clinical training; Community nursing; confidence; Cross-Sectional Studies; Educational Status; Faculty, Nursing - psychology; Female; Humans; Male; Mentoring; Mentors; Middle Aged; Nurse tutors; Nurse's Role; Nursing; Nursing education; Polls & surveys; Professional Competence; Reproducibility of Results; Teacher Training - methods; Teaching; Teaching methods; teaching preparation; Vietnam; Young Adult
• ISSN: 0309-2402; 1365-2648
• DOI: 10.1111/jan.13737

Aims To describe how clinical nurse educators (CliNEs) in Vietnam are prepared for their role; to identify which preparation strategies assist development of confidence in clinical teaching; and to measure the effect of educational qualifications and professional background on perceived confidence levels. Background The quality of clinical teaching can directly affect the quality of the student learning experience. The role of the clinical educator is complex and dynamic and requires a period of adjustment for successful role transition to occur. Planned orientation and specific preparation programmes assist transition and reduce anxiety for new CliNEs. There is, however, a lack of clear evidence to identify the form this preparation should take or which strategies are likely to facilitate the development of role confidence. Design Descriptive survey study. Methods Cross‐sectional surveys were used to collect data from 334 CliNEs during January–March 2015. Results Eight preparation methods commonly used in Vietnam were identified. There was a small yet significant association between preparation and CliNEs’ perceived confidence. Formal preparation methods, and postgraduate qualifications and years of clinical teaching experience were linked to increased confidence in clinical teaching. Conversely, informal mentorship was found to hinder confidence development. Conclusions This study identifies several preparation strategies that significantly enhance clinical educator confidence and readiness for their complex role. These preparation strategies drawn from the Vietnamese context, provide important examples for the wider nursing community to consider. 摘要 目的 旨在描述越南的临床护士教育者(CliNEs)如何为其角色的扮演做好准备;确定准备策略有助于培养临床教学的信心;并衡量学历与专业背景对感知信心水平的影响。 背景 临床教学质量直接影响学生学习体验的质量。临床教育者的角色是复杂的,也是动态的,需要一段时间的调整才能成功地进行角色转变。有计划的进行定位和特定的准备方案有助于角色的转变并缓解新任临床护士教育者的焦虑。然而, 我们缺乏明确的证据来确定应该采取这种准备措施的方式,或者哪些策略可能有助于培养扮演这种角色的信心。 设计 描述性调查研究。 方法 采用了横断面调查,收集了2015年1月至3月期间334名临床护士教育者的数据。 结果 确定了越南常用的八种准备方法。准备情况与临床护士教育者感受到的信心之间存在一个很小却很重要的关联。正式的准备方法、研究生学历和多年的临床教学经验关系到在临床教学中不断增长的信心。研究发现,非正式的指导反而会妨碍信心的培养。 结论 本研究确定了几种准备策略,这些策略可显著增强临床教育者对其扮演复杂角色的信心,并能显著改善他们的准备情况。从越南的案例中提取的这些准备策略为广阔的护理界提供了值得考虑的重要实例。