The role of the staff nurse in the clinical setting about their responsibilities to students lacks clarity. Lack of communication among staff nurses, faculty and students about the roles and responsibilities of each may lead to conflict.
This study utilized the Hofland/Schultz/Newstrom/Hindbjorgen Instrument to survey staff nurses from a 400 bed acute tertiary health care agency. The purpose of this study was to describe the staff nurses' perceptions of their roles and responsibilities during clinicals, their perceptions of faculties roles and responsibilities during clinicals, and their informational needs before clinical.
Significance was set at p< .05. Staff most often reported that student supervision was mostly the faculties' responsibility. Staff reported that they would help the students, but only if they had the time. Staff described themselves as too busy to help nursing students and there was no incentive to help the students. Staff requested that they be given clear instructions before clinical about the students skill level, needed experiences, and knowledge level.
This researcher concluded that staff need to be encouraged to share their experience and skills with students. Staff might be more willing to assist students if they received compensation for their efforts. Better communication by the faculty might facilitate improved clinical situations for themselves, the students, and staff.
The role of the staff nurse in the clinical setting about their responsibilities to students lacks clarity. Lack of communication among staff nurses, faculty and students about the roles and responsibilities of each may lead to conflict.
This study utilized the Hofland/Schultz/Newstrom/Hindbjorgen Instrument to survey staff nurses from a 400 bed acute tertiary health care agency. The purpose of this study was to describe the staff nurses' perceptions of their roles and responsibilities during clinicals, their perceptions of faculties roles and responsibilities during clinicals, and their informational needs before clinical.
Significance was set at p< .05. Staff most often reported that student supervision was mostly the faculties' responsibility. Staff reported that they would help the students, but only if they had the time. Staff described themselves as too busy to help nursing students and there was no incentive to help the students. Staff requested that they be given clear instructions before clinical about the students skill level, needed experiences, and knowledge level.
This researcher concluded that staff need to be encouraged to share their experience and skills with students. Staff might be more willing to assist students if they received compensation for their efforts. Better communication by the faculty might facilitate improved clinical situations for themselves, the students, and staff.
The role of the staff nurse in the clinical setting about their responsibilities to students lacks clarity. Lack of communication among staff nurses, faculty and students about the roles and responsibilities of each may lead to conflict.
This study utilized the Hofland/Schultz/Newstrom/Hindbjorgen Instrument to survey staff nurses from a 400 bed acute tertiary health care agency. The purpose of this study was to describe the staff nurses' perceptions of their roles and responsibilities during clinicals, their perceptions of faculties roles and responsibilities during clinicals, and their informational needs before clinical.
Significance was set at p< .05. Staff most often reported that student supervision was mostly the faculties' responsibility. Staff reported that they would help the students, but only if they had the time. Staff described themselves as too busy to help nursing students and there was no incentive to help the students. Staff requested that they be given clear instructions before clinical about the students skill level, needed experiences, and knowledge level.
This researcher concluded that staff need to be encouraged to share their experience and skills with students. Staff might be more willing to assist students if they received compensation for their efforts. Better communication by the faculty might facilitate improved clinical situations for themselves, the students, and staff.