AN ELUCIDATION OF A MODEL OF CLINICAL NURSING INSTRUCTION FROM ACTUAL CLINICAL NURSING INSTRUCTIONAL PRACTICE.
Contributors: Case Western Reserve University.
Published: 1986
Number of pages: 158
Subjects: Health Sciences, Nursing.
Description: This dissertation and natural case study develops a model of clinical nursing instruction by analyzing actual clinical nursing instruction, documented by one faculty-student group in a university based school of nursing.

Currently there is a dearth of studies drawn from actual clinical nursing instructional practice. Additionally there is no one agreed upon concept of the process among nursing educators.

Prior to the study, the investigator identified twenty-five clinical nursing instructional activities by logging her daily instructional activities. The activities fell under four categories: (1) client assignment; (2) group activities; (3) peer activities; and (4) one to one interactions.

Two-five position verbal Likert-type scales--the valuation and the utility scales--were developed so that faculty could rank activities according to their perceived value in the instructional process and their personal ability to use each activity in their respective clinical settings.

Graduate students tested the function of the data gathering instruments: (1) the glossary of instructional activities; (2) a daily log format; and (3) directions for using the glossary and log format.

Structured observations by the investigator of each instructor's interactions with her students, followed by a clarification session, provided immediate training sessions for the faculty's use of the instruments. Input from both the graduate students and faculty resulted in adaptations and additions, thus adding a dynamic dimension throughout the study.

Faculty participants logged six days of their instructional activities during the last module of the second year of a new basic program in nursing.

Students, under instruction by the faculty, completed open questionnaires about areas of clinical nursing instruction at the onset and conclusion of the study. Students' data supplemented faculty's data.

Data were analyzed in terms of the essentials of the process: (1) the participants; (2) their goals; (3) the environment; (4) instructional means; and (5) their effects. This analysis elucidated how the faculty-student group characterized the essentials of the process. These findings, generated from documented actual practice, evolved into the development of a reality model entitled, "The Need Identification-Fulfillment Model of Clinical Nursing Instruction.".
Notes: Source: Dissertation Abstracts International, Volume: 47-04, Section: B, page: 1491.

Thesis (PH.D.)--CASE WESTERN RESERVE UNIVERSITY, 1986.

School code: 0042.