Abstract
The basic qualitative research design allowed for the discovery of how professional nurse participants interpret their experiences about learning how to educate students in the clinical setting. The population studied were professional nurses who teach students in the clinical setting in a Southwestern state. Research findings indicated the experiences regarding their preparation to instruct students in the clinical learning environment were significantly lacking. Professional nurses may be considered experts in the application of patient care; however, they continue to lack formal training preparing them to educate nursing students. The experiences of professional nurses indicated little communication occurs between them and nursing schools about the critical role they play in the education of students, the necessity of teaching the nursing students to practice safely, the implementation of theory into clinical practice, and how to meet the learning needs of students during their experiential learning experience.
Sigma Membership
Omicron Delta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nursing Education, Nursing Students, Professional Nurses, Learning Needs, Educating in the Clinical Setting
Advisor
Julia Bronner
Second Advisor
Adair White-Johnson
Third Advisor
Edna Hull
Degree
PhD
Degree Grantor
Capella University
Degree Year
2018
Recommended Citation
Clark, Shanda J., "Learning to educate: A basic qualitative study of the experiences of training from professional nurses" (2021). Dissertations. 1309.
https://www.sigmarepository.org/dissertations/1309
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-09-07
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10746548; ProQuest document ID: 2021198519. The author still retains copyright.