Professional approach: The key feature of effective clinical educator in Iran
Professional approach: The key feature of effective clinical educator in Iran
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DOI：
10.1016/j.nedt.2009.07.010
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发表时间：
2010-02-01
影响因子：
3.9
通讯作者：
Vanaki, Zohreh
中科院分区：
文献类型：
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作者：
Heshmati-Nabavi, Fatemeh;Vanaki, Zohreh
临床教育工作者在学生成功完成临床教育方面发挥着重要作用。临床教育是一个发生在各种社会文化背景下的动态过程。这项研究的目的是确定伊朗护理学生和教职员工对有效临床教育者特征的看法。本研究基于扎根理论方法。共有10名护生和临床教育工作者自愿参与本研究。数据是通过半结构化访谈获得的。通过斯特劳斯和科尔宾方法进行分析。研究结果分为五个重要类别。这些包括（1）个人特质； (2)元认知； (3)让临床学习变得有趣； (4) 成为支持来源； （五）发挥模范作用。临床教育的核心变量“专业方法”整合了这些类别。研究结果表明，在伊朗背景下，有效的临床教育者是那些与护理精神相一致、采取反思性方法、使临床学习愉快并提供以患者为中心的护理的人。他们充当了榜样，使学生能够应对职业挑战，这是伊朗护理行业特定社会文化条件的直接结果。 2009 年由爱思唯尔有限公司出版
Clinical educators have an important role in the successful completion of a student's clinical education. Clinical educating is a dynamic process that occurs in a variety of socio-cultural contexts. This study was conducted to determine Iranian nursing students and faculty members' perceptions of effective clinical educator characteristics. This study was based on Grounded Theory method. A total of 10 nursing students and clinical educators voluntarily participated in this study. Data was obtained through semi-structured interviews. The analysis was carried out by the Straus and Corbin method. Findings of the study yielded five significant categories. These include (1) personal traits; (2) meta-cognition; (3) making clinical learning enjoyable; (4) being a source of support; (5) being a role model. The core variable "professional approach" in clinical education integrates these categories.The results of the study illustrated that, in an Iranian context, effective clinical educators are those who are in harmony with the spirit of nursing, adopt a reflective approach, make clinical learning enjoyable and provide a patient-centred care. They act as a role model enabling their students to manage their vocational challenges, which are a direct result of the specific socio-cultural conditions of nursing profession in Iran. 2009 Published by Elsevier Ltd.