Table 2 Problems Perceived by Clinical Educators and Faculty during Clinical Training
Categories | Sub categories | |
|---|---|---|
Clinical educators | Faculty members | |
1. Difficulties with directly exchanging opinions between clinical educators and faculty members | 1-1. Concerns about a worsening relationship with faculty | 1-1. Concerns about a worsening relationship with educators |
1–2. Lack of confidence in teaching since educational background differs from students and faculty. | 1–2 Difficulty of making critical comments because of having requested practice placement. | |
1–3. Not complaining in the event of unsatisfactory teaching because of awareness of the burden on nurses | ||
2. Mismatch between school-required teaching content and clinical teaching content | 2-1. Teaching treatment-related techniques to students is difficult since the locus of responsibility is unclear. | 2-1. Basic nursing techniques performed at clinical site differ from techniques performed in school |
2–2. Unaware of acquired learning/clinical practice goals. | 2–2. Goals set for students differ between schools and clinical educators. | |
2–3. Goals set for students differ between schools and clinical educators. | ||
3. Difficulties with dealing with students with low level of clinical training readiness | 3-1. Difficulty of dealing with unwilling students | 3-1. Difficulty of dealing with unwilling students |
3–2. Difficulty of dealing with emotionally immature students | 3–2. Difficulty of dealing with emotionally immature students | |
3–3. Difficulty in dealing with students for whom patient-centered thinking is difficult | 3–3. Difficulty in dealing with students for whom patient-centered thinking is difficult | |
3–4. Difficulty in dealing with students who may not be completely committed to nursing | ||
4. Human and time limitations in teaching | 4-1. Maintaining teaching continuity is impossible because educators change daily. | 4-1. Maintaining teaching continuity is impossible because educators change daily. |
4–2. Time limitations and the number of students in the ward prevent educator from monitoring each students. | 4–2. Burden of teaching role because of the responsibility of multiple wards and school lecture responsibilities | |
4–3. Insufficient time for teaching and insufficient content for students by faculty. | ||