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The characteristics of an effective clinical instructor from the perspective of nursing students: a qualitative descriptive written report in Iran
BMC Nursing volume twenty, Commodity number:36 (2021) Cite this article
Abstruse
Groundwork
Clinical instructors have an of import office in advancing nursing students to achieve the program objectives. Nursing student perceptions about the characteristics of an effective clinical instructors may aid programs ameliorate clinical instruction. Equally such, the purpose of this study was to sympathise the characteristics perceived by students to define an effective clinical instructor.
Methods
In this qualitative descriptive written report, semi-structured interviews were conducted with undergraduate and postgraduate nursing students. The sample was purposefully selected. MAXQDA software was used for the content analysis. The codes were organized into subcategories and consolidated into categories.
Results
Data saturation was reached with twelve participants, including seven women and five men, between 21 and 36 years of age. General and special characteristics were the ii chief categories that emerged from the data. These categories were defined by nine subcategories including internal motivation, professional acceptability, clinical competency, teaching skill, clinical experience, values, being a faculty fellow member, appropriate appearance, and communication skills.
Conclusions
Effective clinical instructors have a specific characteristics identified by student. The almost important characteristics of constructive clinical instructors were related to communication and teaching skills, internal motivation, and professional appearance. More research is necessary to decide the relationship between the characteristics, instructor competency, and student learning outcomes.
Peer Review reports
Groundwork
Clinical education is the center of nursing educational activity [1] and the costliest part of the nursing curriculum [2]. Clinical education is a function of wellness care education which is provided to students by experienced clinical instructors in educational and medical centres such as hospitals and outpatient clinics [3]. Evidence suggests that clinical instructors are the most of import gene in achieving clinical outcomes [4, five]. An instructor can compensate for the lack of textbooks and educational facilities, or plow the best learning surround and subject into a passive environment through their inability to make the desired emotional connection [4,v,half dozen].
Effective clinical instructors demonstrate commitment, internal motivation, problem solving skills, flexibility and inventiveness, time management, leadership and management, accessibility, lifelong learning, morality, and up-to-appointment knowledge and skills [vii]. Research suggests that the clinical instructors' characteristics such as teaching ability, behaviour, and graphic symbol bear upon students' learning [4, 5, 8]. Today, the use of effective clinical instructors has become a major concern for the academic education systems [iv, 9].
One method used by universities to define an effective clinical teacher is to ask students for their perspective [10]. Understanding the pupil perspective tin can have a positive effect on learning in clinical settings [11, 12].
Yet, there are few studies reported in the literature that accept examined the characteristics of an effective clinical instructor from the student perspective. These studies note good communication and teaching skills are important [v, 13, 14]. In addition, excellent literacy, enthusiasm for education, clinical competence, and non-judgmental disposition have been noted as important characteristics of a good clinical instructor [7, fifteen]. The purpose of this written report was to sympathise the pupil perspective nigh the characteristics defining an effective clinical instructor.
Methods
Study design
This was a descriptive qualitative report.
Participants and sampling method
The study population was nursing students at Imam Reza Hospital in Kermanshah-Iran. The participants included twelve nursing students who were selected purposefully. The sample size was determined by data saturation. In-depth semi-structured interviews were conducted with the nursing students. The inclusion criteria were existence an undergraduate or postgraduate nursing student, having passed at least one clinical course, and being willing to participate in the report. The participants were selected amid the undergraduate and postgraduate students with different ages in gild to increase the range of responses for qualitative analysis. An endeavor was also fabricated to select the male and female participants with different academic performances.
Data drove method
Data was collected by face-to-face up, semi-structured interviews at Imam Reza Hospital. All interviews were conducted by the fourth author, who has a PhD in Nursing and virtually 25 years of clinical grooming experience and is proficient in qualitative enquiry. During the interviews, a series of questions were asked, such as "What are the characteristics of a good clinical instructor?", "What characteristics in your view tin pb to the effectiveness of a clinical instructor?" Further, to analyze the responses, phrases such as "why and how" were used (supplementary file). The interviewer tried to suspend his ain idea near the study topic.
The researcher tried to engage the participants and guide the interview effectively so that they would stay focused on the enquiry goals. The researcher too tried to avoid verbal or non-verbal signs of bias to allow participants to speak freely. The interviews were conducted individually in a relaxed environment, and each interview lasted between 20 and twoscore min. Interviews were continued until data saturation. Data saturation occurs when adding the next interview will not make new and distinct changes in the categories formed by the previous interviews [16].
Data analysis
Information assay and data collection were performed simultaneously. Afterward each interview, the recorded remarks were transcribed verbatim and fed into MAXQDA 2013 [17]. Content analysis was used to interpret the content of textual information to gain a deep agreement of the concepts. Then, the explicit and implicit patterns of the content of the interviews were explained to develop pregnant units from the questions. These units can include concepts and phrases or words that are categorized differently according to the content and their theoretical significance [18]. MAXQDA 2013, was used for the initial coding process. If a concept was repeated in the same or the adjacent interview, the code was re-used. The research team met regularly to analyse the collected data and initial topics and issues.
Moreover, the classification of master codes and their relationship with new data and the formation of the categories and subcategories were reviewed throughout the data analysis. The interviews were analysed 1 later the other. Some of the strategies considered in this report to foreclose bias included not using words that might crusade bias, asking general questions at the kickoff of the interview, asking sensitive questions at the cease of the interview, using indirect questions instead of direct questions, being neutral during the interview procedure, request different questions with different words, and interpreting information with a clear mind. To confirm the coding procedure, the codes, categories, and subcategories were submitted to iii nursing students exterior the study, and they approved the process.
Trustworthiness
To verify the trustworthiness of the information, 4 criteria of brownie, transferability, dependability, and confirmability, proposed past Denzin and Lincoln, were used [19]. To increment the brownie of the study, continuous and in-depth interviews were conducted with the participants and questions were repeated to ensure the responses. By providing a quiet and private environment and reassuring the confidentiality of the data, the researchers tried to convey a sense of safety and comfort to the participants in order to obtain true answers. The quality of content analysis was enhanced using the review of other researchers every bit well as the participants. In add-on, memos and external checking were used to ostend the credibility of the data.
1 of the limitations of qualitative studies is the lack of transferability of their results [19]. Although the main goal of qualitative enquiry is not to generalize the results like the quantitative studies, the phenomenon was carefully studied for the purpose of the transferability of results. The results were likewise given to 3 nursing students outside the study, whose experiences were compared with the results of the current study. These students were chosen by snowball sampling method, past whom the results of the study (codes, categories, and sub-categories) were confirmed. In this study, all stages of the inquiry were described pace by step in order to be judged correctly during external analysis. The inquiry team met regularly to verify the information and concord on the definiteness and relevance of the meaning units. Moreover, the interview transcripts and codes were provided to the research team to confirm the correctness of the encoding.
Upstanding considerations
The Ideals Committee of Kermanshah Academy of Medical Sciences approved the present report. The objectives of the study were explained to the participants and the confidentiality of the participants' specifications and information was ensured. A written informed consent was obtained from all participants.
Results
Data saturation was achieved at the conclusion of twelve interviews with nursing students betwixt the ages of 23 and 36 years old, seven of whom were female. 6 of them were undergraduate and the other vi were postgraduate students (Table one). Emerging from the data were 780 codes, organized into nine subcategories and then consolidated into 2 categories. The major categories included "specific characteristics" and "general characteristics" and subcategories included "internal motivation", "professional acceptability", "clinical competency", "teaching skill", "clinical experience", "values", "being a faculty member", "appropriate appearance", and "communication skills" (Table ii).
Specific characteristics
An effective clinical instructor should have characteristics that touch students and increase their learning and motivation. This category involved 5 subcategories, including "internal motivation", "professional person acceptability", "clinical competency", "teaching skills", and "clinical experience".
Internal motivation
Most students believed that, the motivated, interested, and energetic clinical instructors would motivate learners to learn more. One of the participants in this regard stated: "An instructor should motivate students and encourage them to peruse the training. Many students have become interested in continuing the training because of their good and successful instructors. When I was an undergraduate student, my teachers were very motivated and upward to engagement. That time, I was very willing to continue my education and then, which I did. (Participant No. 11)".
Another participant in this regard said: "When an instructor teaches with energy and is interest and motivated, he transfers this free energy to learners. If he always complains about the nursing profession (due east.g. information technology is not a good job, it's hard, and its salary is low), the students would start to inquire themselves why are we going to get nurse? With these conditions, we will become someone similar the instructor! (Participant No. 12)".
"A clinical instructor should have patience. In that location are many students, and if the instructor answers their questions one past one, information technology takes a lot of time and energy". "The interest and energy of the instructors are very of import". "Some of the instructors are yet disappointed for why they have non go doctors. Clinical instructors must honey their task".
Professional acceptability
The professional identity of clinical instructors is an of import cistron involved in the effectiveness of their teaching and plays an of import role in the conquering of educational facilities past hospitals, which consequently increases students' learning.
One of the participants in this regard stated: "We had an instructor whose public relations was excellent and had a skillful relationship with all the personnel, and all the personnel were also respecting him. So, everybody knew me as the student of him.... When the clinical instructor has a skillful position in the clinic and the personnel are respectful of him, it volition increase the staff's cooperation with me and helps me to undertake more clinical intendance of the patients, or if I want sure equipment, it will be easier for me to get it. (Participant No. 11)".
Another participant stated: "The respect given to the clinical instructor in the wards is very of import and tin bear on his performance and educatee's learning. (Participant No. 1)" Another participant collaborated this past adding: "If a clinical teacher has a good position in the hospital and the personnel respect him, they volition work better with him and his students and thus, the learning volition be easier for his students. (Participant No. 10)".
Clinical competency
Clinical competence is one of the nigh important features of a expert clinical instructor. Sufficient clinical competence regarding the subject of teaching was the main point that most participants pointed out. Farther, the presence of the instructor along with students in the clinical setting and filling the gap between practical and theoretical training were very important from the perspective of the participants. For example, one participant commented on the clinical competence of a clinical teacher in a particular field: "A clinical instructor who teaches a particular module in a item field or specialty must be fluent in that item surface area, so he can transfer the knowledge to students. An teacher who has non worked in the paediatric ward or has not established Four access for baby, how can he teach practical things to students? (Participant No. ten)".
Some other participant approved this result and stated that: "An instructor who has enough experience in a particular ward or area will be able to assistance students more than the one who goes to that ward for the offset time. (Participant No. half-dozen)".
Another participant commented on the presence of instructors along with the students in the clinical setting: "In the beginning years that students accept no experience, the instructor should accompany the students during the unabridged time of the training, because there may be a problem or students have a question. (Participant No. 9)".
"In the offset years when students accept no experience, the instructors should accompany the students during the entire fourth dimension of the training considering there may be a problem or students may have a question."
Another participant stated: "The instructors themselves should exist on the first line of education, I mean they should come up with us and practice the works on the ward such equally dressing and they should show us how to do information technology in a proper way, so that we can learn the correct principles. Just unfortunately, many instructors leave students in the hands of nurses and do not accompany them. (Participant No. ii)".
Equally for the filling the gap betwixt practical and theatrical training, another participant stated: "I prefer my teacher to make a link betwixt theoretical and applied topics, nosotros read a lot of things in the classroom, and we would like to run into the awarding of them in the bedside. But unfortunately, this is not happening in reality, and some of the things we have read in the classroom are non implemented in the practice. If the teacher could close the gap between theoretical and practical training, one can say that, he is a good clinical instructor. (Participant No. eleven)".
Teaching skills
Teaching skill is one of the most of import features of an effective clinical instructor. The participants believed that educational activity skills and clinical skills are very of import for the transmission of the right content. The upward-to-date information of clinical instructors, their time management skills, their data transfer skills, and correct assessment of the students were among the issues that the participants referred to.
With regard to the up-to-engagement information of the clinical instructors, one of the participants stated: "The knowledge of clinical instructors should be up-to-date and they should know nigh the latest scientific changes in their subject. (Participant No. 5)".
As for the time management skills, a student stated: "Clinical instructors should manage fourth dimension, determine the entry and exit time at the first day for students, and do non leave the setting within those designated times. For example, some clinical instructors tell their students to be at the setting at eight: 30 am, but y'all see them in the auto park at that time and students are wondering around in the ward. Head nurses will non let students to work without the presence of clinical instructor, and this will waste the students' fourth dimension. (Participant No. 10)".
Regarding the teaching method and the use of multimedia teaching aids past the clinical instructor, a participant stated: "The teaching aids in our internship is inadequate, the instructors do not use educational aids such as films and CDs. I recollect the use of picture show as teaching aid is essential. (Participant No. 1)".
Another participant referred to the assessment ability of clinical instructors: "I wish there was no such affair equally a score, but now that we have it, it should be fair and accurate. The instructors should have an indicator, and decide the cess criteria. For example, they should score the presence and absence, relationship with patient and personnel, uniform, and educational activities, and evaluate everybody with these criteria. However, I recollect this is the responsibility of faculty to give a standard course to clinical instructors. (Participant No. iv)".
Clinical experience
Some of the participants believed that having sufficient working experience in the clinical settings is an important factor involved in the effectiveness of clinical instructors. They also believed that the combination of clinical experience and other characteristics could increase the effectiveness of instructors. I of the participants stated: "I think the offset and most of import feature that a clinical teacher should have is piece of work experience for at least 10 years in dissimilar clinical areas. (Participant No. 5)".
Another participant said: "If an instructor would have a combination of free energy and motivation similar the upwardly-to-date knowledge of a young teacher and experience of an older ane, yous could say that, he is an ideal instructor. (Participant No. ane)".
Another participant stated: "The experience of working in an area should be preferred over education without experience, merely only if the instructor's knowledge is up to date. (Participant No. half dozen)".
General characteristics
Another main category was the full general characteristics of clinical instructors. The participants believed that general characteristics of a clinical instructor are of import in the effectiveness of his/her teaching. This category included iv subcategories, including "values", "being a faculty member", "appropriate appearance" and communication skills.
Values
Most participants believed the values of clinical instructors are effective in establishing a meliorate communication and learning. In this regard, the near of import points that the participants reported were the instructor as a role model for students, the transfer of calmness and confidence to students, respect for students' justice, politeness, and responsibleness. One of the participants stated: "The instructor should be scientifically, clinically, ethically and behaviourally, a part model for students. They style that, clinical instructors treat patients and personnel is under the microscope of students, and students will echo them in the future. (Participant No. half-dozen)".
Another participant stated: "The clinical instructors should be flexible, considering when clinical instructors comport authoritatively, students cannot larn much, and students practise not like this kind of instructor. (Participant No. 5)".
With regard to the values of clinical instructor, another participant stated: "They should be friendly with students and brand students feel comfortable with them, however, they should not be likewise friendly. (Participant No. 12)".
In the 4th interview, regarding the issue of discrimination in cess, i participant stated:" The instructor should evaluate the students during the course of internship, and the only criteria for evaluation should exist the clinical practice of student, and not anything else. A good clinical instructor should be fair. (Participant No. one)".
Being a faculty member
Some students believed being a faculty member was constructive in increasing the learning of nursing students, while others believed an effective clinical instructor should not necessarily be a faculty member. Ane of the participants stated: "Being a faculty member is constructive in the learning of nursing students. We had an instructor who was a faculty member and he was very practiced. Now, our all-time teachers are faculty members. Nosotros trust them. (Participant No. 8)".
Another participant stated: "Those who are kinesthesia members are excellent, merely those who are normal nurses and take a bachelor'south or master's degree cannot teach the states well. (Participant No. 7)".
One of the participants who believed that existence a faculty is ineffective stated: "Clinical teacher, both the faculty and non-faculty, is no different. Now, there are many non-faculty instructors but their piece of work is much better than those of faculty members. (Participant No. eleven)".
Another participant confirmed this issue and reported: "The clinical skill of teacher is better than beingness a faculty member. (Participant No. ten)".
Appropriate appearance
Clinical instructors should be well dressed, have appropriate appearance, and utilise an ID card because students are influenced by their behavior. One of the participants said: "If the instructors take appropriate appearance, the students will view them batter and their teaching volition exist more than effective. (Participant No. 3)".
Another participant stated: "The appearance of clinical instructors should be divers by the university. (Participant No. 9)".
A participant confirmed the effect of instructor's advent on students and stated: "There is an old saying that says what y'all prefer for yourself adopt for others too. A female instructor who criticizes a student over her makeup should non wear makeup herself. When I see a clinical instructor does not have an appropriate appearance, for example, does not have ID card, or uniform, or have makeup on and at the aforementioned time she wants me to have all of them, I become doubtful and confuse. (Participant No. 11)".
Communication skills
Most of the participants considered the clinical instructors' advice skills to be an important factor in their effectiveness. Students' adequate noesis, creating a positive and effective communication with the student, and familiarity with the society's civilization and its official language were the factors that the participants reported equally of import communication skills. One of the participants stated: "Clinical instructor should have such a proficient relationship with the students, that students can easily inquire questions and raise their worries. (Participant No. 1)".
With regard to the instructor-student relationship, i participant said: "A good clinical instructor should communicate well with the students and gain their trust. At that place are some instructors that you lot just beloved them either in terms of communication, piece of work or knowledge. You just respect them for their behavior and knowledge. (Participant No. 6)".
Regarding the use of official language, i participant stated: "Clinical instructors should speak a language that is the official language, and in the group, everyone tin understand and practice not use local languages. Our official language is Farsi and clinical instructors should not employ local languages, like Kurdish, when they teach". This participant also confirmed the teacher-pupil communication by saying that: "Advice is very of import, I think the outset session of the internship should be an introductory session and then that, the teachers and students can better understand each other. (Participant No. two)".
Equally for the familiarity of clinical teacher with the society'due south civilisation one educatee stated: "The fact is that an teacher should know for what society he is training these nurses. In our club with such culture, structure, etc., what exactly should a nurse do? (Participant No. 4)".
Discussion
The purpose of this study was to sympathize the perspectives of nursing students virtually the characteristics of an effective clinical instructor. The results indicated the characteristics of clinical instructors influenced the perspectives of the students regarding the effectiveness of their pedagogy. Students believed internal motivation was one of the special characteristics of an effective clinical instructor. Studies in line with the present report take as well reported internal motivation as an of import characteristic of a clinical instructor [14, 20]. Other researchers take reported that a good clinical instructor is willing to teach, makes the clinical learning enjoyable, is able to motivate students and go them involved in learning, provides learning opportunities for students, and makes the clinical environs attractive [14, xv, 21, 22]. Unfortunately, there is a false belief that every educated person and expert is an instructor, while such a claim is not always true, and many experts are not expert instructors [20]. These factors necessitate the significance of employing motivated instructors for clinical education to support students in achievement of academic objectives.
Communication skills were considered an important behavioural characteristic of an teacher. Studies take also reported communication skills as an essential feature of a clinical teacher [4, 8, 13, 15, xx, 23, 24]. Evidence shows that teachers with expert communication skills brand the clinical environment attractive for the students and enhance their motivation for learning [20, 22, 25]. Teachers with good communications skills can manage the possible clinical conflicts and prevent the effect of these conflicts on the students' learning process [20]. Appropriate teacher-student communication reinforces the students' stress coping skills and facilitates learning [22]. Proper communication is necessary for learning and teaching, and instructors tin bring about positive academic and behavioural changes in students by establishing a good communication with students.
Existence a faculty member was some other characteristic of clinical instructors. To achieve clinical education objectives, information technology is necessary to employ faculty members [10]. A nursing kinesthesia member is someone who helps students to attain clinical competence via various strategies. In some clinical wards, the clinical nurses are sometimes used equally instructor due to the shortage of competent faculty members. The faculty members accept a special position in the teaching system and can professionally teach the students attributable to having characteristics such equally interpersonal skills and academic and clinical competencies [21, 26]. To reach the clinical education objectives, every university should have adequate faculty members and prepare short-term and long-term goals to hire the required faculty members.
Professional person acceptability was another characteristic of a clinical instructor. Various factors are associated with the acceptability of a clinical instructor, the most important of which are a good sense of sense of humor, expert professional communication with the personnel and patients, criticizability, and honesty [20, 27, 28]. Teachers with adequate clinical acceptability tin can finely manage the possible clinical conflicts and facilitate the students' learning [20]. A teacher'due south clinical acceptability can brand the clinical learning experiences enjoyable for the students and provide them with maximum reward of the clinical possibilities for learning.
Consistent with previous inquiry [twenty, 24, 29, 30], clinical competence is some other significant feature of an effective clinical instructor. There is no consensus over the characteristics of instructors with clinical competence; however, characteristics such equally ethical codes, updated theoretical and clinical knowledge, constructive advice with students, and managerial capabilities take been proposed as important factors in this regard [9]. Inadequate clinical competence of an instructor reduces the students' trust and disrupts pupil-teacher communication [25]. Because the significance of clinical education, clinical instructors should be aware of their professional responsibility, make their attempt to heighten their theoretical and clinical knowledge, and consider the principles of professional person ideals. Furthermore, they tin can gain more than knowledge past working with their more than experienced colleagues.
Teaching skills was found to be some other clinical feature of the clinical instructors. Studies accept emphasized that clinical instructors should accept academic competence [13,xiv,15, 24, 25]. The most of import bookish characteristics of clinical instructors include existence available, using new pedagogy methods, encouraging students, providing regular feedback, fugitive negative feedback in the presence of the patients and staff, and using objective criteria for assessment [10, 25, 31, 32]. Equally the master pillar of education, an instructor should have sufficient learning and didactics skills to convey complex clinical concepts to students in an organized and comprehensible way.
The results indicated clinical instructors should have adequate clinical feel. Other studies accept likewise reported sufficient experience as an important property for a clinical instructor [23, 24]. Evidence shows that an experienced instructor has higher self-confidence and is more efficient in achieving academic objectives [33, 34]. In this regard, there is a Farsi proverb which says experience is the mother of science. If clinical instructors exercise not have sufficient experience, their academic condition will be questioned by the students and personnel, and they will not have the required efficiency [20]. Given the significance of clinical education, adequate clinical feel should be considered while choosing clinical instructors.
Ethical orientation was considered another feature of a clinical teacher. Similar studies have also emphasized that clinical instructors should exist skilful role models for their students, should have characteristics such equally honesty, confidentiality, criticizability, humor, and sincerity, and should encourage their students [9, 10, 20, 25, 35]. Studies have shown that a clinical instructor's morality can make the clinical experiences enjoyable for the students [22, 36]. The ethics-oriented instructors as function models can boost the professional upstanding values in students.
Appearance was another feature of a clinical instructor. Advent deals with an instructor's physical features, neatness, and wearable. A qualitative report in Iran showed the nursing students believed the physical characteristics of a clinical instructor were an influential factor involved in clinical education [37]. Another written report in Iran indicated the nursing students reported having a neat and tidy appearance as the well-nigh important feature of a clinical teacher [38]. The nursing instructors equally role models [21] should pay enough attention to their appearance.
Limitations
The chief limitation of qualitative studies is the lack of generalizability of the results, to which our study is non an exception. Some other limitation is related to the purposeful sampling method. In this method, the samples may not be representative of the population and therefore selection bias may occur. Farther, the validity of the data may be afflicted by the purposeful sampling method. The results may be specific to this environment.
Determination
The about important characteristics of an constructive clinical instructor were having intrinsic motivation, teaching skills, acceptable clinical competence, professional ethics, sufficient clinical experience, appropriate communication skills, professional acceptability, and appropriate advent and being a kinesthesia fellow member. When selecting clinical instructors, the schools of nursing should consider these characteristics. The faculty members are required to continuously raise their professional competence to increase the students' clinical learning quality. Their knowledge of the indices of an constructive clinical instructor from the perspective of students can assistance them in promoting the quality of their teaching skills. The results of this study can be employed by the novice nursing instructors to consider the behaviours that promote students' learning behaviours. Despite sufficient studies about the characteristics of constructive clinical instructors, further studies are notwithstanding needed in this regard.
Availability of data and materials
The identified datasets analyzed during the current study are available from the respective writer on reasonable request.
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Acknowledgments
This newspaper was drawn from a enquiry project sponsored by deputy of research and technology of Kermanshah University of Medical Sciences (grant no. 96587). The authors would similar to thank all the students who participated in this report. We also extend our thanks to clinical enquiry development centre of Imam Reza Hospital affiliated to Kermanshah Academy of Medical Sciences for their kind support.
Funding
The study was funded by Kermanshah University of Medical Sciences (Grant No. 96587). The funding bodies played no part in the blueprint of the written report and drove, analysis, and estimation of information and in writing the manuscript.
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Equally, AV, BA and AK contributed in designing the written report, AV and AK nerveless the data, and data analyzed past BA. The final report and manuscript were written by Equally, BA and AK. All the authors read and approved the version for submission.
Authors' information
All authors are interested in clinical educational activity and are familiar with the methodology of qualitative enquiry. The kickoff writer is a university professor. The second author is a enquiry assistant and works in a teaching Hospital. The third writer is a psychiatric nurse and has experience in clinical do. She has witnessed the interaction of nursing professors and nursing students in the clinical settings. The along author is professor of nursing and expert in qualitative enquiry.
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The study was approved by research ethics committee of Kermanshah University of Medical Sciences. The Written and informed consent was obtained from all the participants.
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The authors declare in that location are no competing interests.
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Soroush, A., Andaieshgar, B., Vahdat, A. et al. The characteristics of an effective clinical instructor from the perspective of nursing students: a qualitative descriptive study in Iran. BMC Nurs 20, 36 (2021). https://doi.org/10.1186/s12912-021-00556-9
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DOI : https://doi.org/10.1186/s12912-021-00556-9
Keywords
- Students
- Perspective
- Qualitative research
- Nursing instruction enquiry
- Faculty
Source: https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-021-00556-9
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