The purpose of this study was to investigate senior nursing students' perceptions of effective/ineffective clinical instruction. Group interviews were conducted with 17 senior nursing students. During these group interviews students were asked to identify characteristics of effective and ineffective clinical experiences. Participants were then asked to describe characteristics of effective and ineffective clinical instruction. Flannigan's critical incident process was used in this study as a procedure for eliciting written information and also as a framework for analyzing the resulting data. The theoretical basis for guiding the research and used as the frame of reference for category formation is Reilly and Oermann's discussion of effective clinical teaching in Clinical Teaching in Nursing Education (1992). A summary of the characteristics of effective and ineffective clinical learning was reported. Teaching skills was the most frequently reported category which affects clinical learning and the hospital experience was reported as the most common site of clinical experiences.
The conclusions of the study are a listing of common needs/concerns of nursing students related to effective and ineffective clinical instruction. This study provides a basis for future analysis and investigation into the clinical instruction of nursing students.
The purpose of this study was to investigate senior nursing students' perceptions of effective/ineffective clinical instruction. Group interviews were conducted with 17 senior nursing students. During these group interviews students were asked to identify characteristics of effective and ineffective clinical experiences. Participants were then asked to describe characteristics of effective and ineffective clinical instruction. Flannigan's critical incident process was used in this study as a procedure for eliciting written information and also as a framework for analyzing the resulting data. The theoretical basis for guiding the research and used as the frame of reference for category formation is Reilly and Oermann's discussion of effective clinical teaching in Clinical Teaching in Nursing Education (1992). A summary of the characteristics of effective and ineffective clinical learning was reported. Teaching skills was the most frequently reported category which affects clinical learning and the hospital experience was reported as the most common site of clinical experiences.
The conclusions of the study are a listing of common needs/concerns of nursing students related to effective and ineffective clinical instruction. This study provides a basis for future analysis and investigation into the clinical instruction of nursing students.
The purpose of this study was to investigate senior nursing students' perceptions of effective/ineffective clinical instruction. Group interviews were conducted with 17 senior nursing students. During these group interviews students were asked to identify characteristics of effective and ineffective clinical experiences. Participants were then asked to describe characteristics of effective and ineffective clinical instruction. Flannigan's critical incident process was used in this study as a procedure for eliciting written information and also as a framework for analyzing the resulting data. The theoretical basis for guiding the research and used as the frame of reference for category formation is Reilly and Oermann's discussion of effective clinical teaching in Clinical Teaching in Nursing Education (1992). A summary of the characteristics of effective and ineffective clinical learning was reported. Teaching skills was the most frequently reported category which affects clinical learning and the hospital experience was reported as the most common site of clinical experiences.
The conclusions of the study are a listing of common needs/concerns of nursing students related to effective and ineffective clinical instruction. This study provides a basis for future analysis and investigation into the clinical instruction of nursing students.