In interviews with 10 nurse teachers and 10 clinicians, respondents could describe clinical competence more fluently than clinical credibility. Responses raised the question of whether nursing teachers must be clinically competent/credible to teach nursing. (SK)

Student-assembled collages can be used to trigger reflective questioning and enable students to view situations from multiple perspectives. When used in clinical supervision of nursing students, they help clarify issues and develop awareness of personal values and meanings related to nursing practice. (SK)

Nursing is increasingly characterized by interpersonal involvement with patients, paralleled by the relationship between clinical supervisors and student nurses. Awareness of unconscious processes such as transference and countertransference is vital to exploit the potential for learning and support in clinical supervision. (SK)

A self-directed learning model for teaching clinical nursing skills had five stages: skills orientation, skills demonstration, independent practice, consolidation and evaluation, and assessment. Cost evaluation and staff and student focus groups indicated that it enabled the institution to meet both student needs and the demands of economic…

The clinical role of nurse teachers is the subject of long-standing debate. A triangular relationship among student, clinical mentor, and lecturer can guide the application of theory to practice. The lecturer-practitioner can play a role in identifying standards of practice and preparing educational programs. (SK)

Interviews with nursing students, practitioners, and educators in England and case studies of clinical experience in adult and mental health settings revealed a need for teachers to negotiate and clarify roles with practitioners and students and to provide practitioners with relevant information about their courses. A lack of trust and respect…

In an ideal model of clinical teaching, interactions among clinical teachers, colleagues, and nursing students optimize the clinical experience. The student/client (i.e., patient) relationship is primary. When the teacher/student relationship dominates, the balance is disrupted to the detriment of learning and patient care. (SK)

A training institute to prepare nurses to serve as preceptors of undergraduate clinical experience was evaluated by focus groups of 6 preceptors, 13 students, and 2 nurse managers. Formal preceptorship training enhanced student learning and promoted positive relationships between nurse educators and practitioners. (SK)

A study tour of two British and eight Australian nursing schools found reflective practice fully endorsed in Australia, but the movement is threatened by concern with cost effectiveness. Issues to be resolved include ethical use of student journals and process and outcome evaluation of the effectiveness of reflection. (SK)

A British nursing school's version of the Objective Structured Clinical Examination is a process for assessing clinical skills in the context of holistic patient care. Students work with one simulated patient at one station, demonstrating competence in a sample of skills. (SK)

Teachers may provide students with various levels of support: giving practical help, providing information, allowing students to express feelings, enabling them to identify the problem, or helping them manage the problem. Teachers need administrative support and time to perform this role effectively. (SK)

A survey of 102 nursing students in clinical placements found the majority dissatisfied with the amount and nature of teacher contact. The most valued teacher behaviors were related to interpersonal skills and personality, nursing competence, evaluation, and teaching ability. (SK)

Group interviews with nursing teachers, students, and clinical preceptors identified concerns about the theory-practice gap: shortness of clinical placements, sequencing of theory and practice, lack of clinical-educational collaboration, and lack of clarity regarding teacher roles. Ways to minimize the gap were also identified. (SK)

A literature review identified three aspects of personal tutors' role in nursing education. The academic role is increasingly important as higher education preparation of nurses increases. The clinical role is difficult to maintain but crucial for moving theory into practice. The pastoral role is less clearly defined and tutors need better…

Responses from 21 nursing students and 7 peer mentors indicated that most participated to practice clinical skills; mentees received considerable help in reducing anxiety and increasing self-confidence; timing and organization of mentoring sessions were a problem; and mentors also made personal gains. (SK)