The Role of Clinical Instructor in Nursing Clinic Practice

2021 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
Maria Agustina Ermi Tri Sulistiyowati ◽  
Emirensiana Anu Nono ◽  
Maria Karolina Selano
Keyword(s):  
Clinical Practice ◽  
College Graduates ◽  
Clinical Skills ◽  
Rapid Development ◽  
Sampling Technique ◽  
Field Work ◽  
Clinical Instructor ◽  
Clinical Instructors ◽  
Clinic Practice

The rapid development of technology in the field work does not only require that college graduates have extensive knowledge, but also have professional skills that are ready to be used in the job field. The achievement of student skills in clinical practice cannot be separated from the role of clinical instructor. Clinical instructors have a responsibility to ensure students learn and gain clinical skills experience. The nurses who are appointed as clinical instructor have a dual role. They are not only as clinical instructor, but also carrying out roles as team leaders, room manager and implementing nurses. This can have an impact on the implementation of the role as clinical instructor. This research aims to determine the role of clinical instructor at St. Elizabeth Hospital Semarang. This type of research is qualitative research. The main informants in this study are clinical instructor, while the triangulation informants are students who carry out clinical practice at St. Elisabeth Hospital Semarang. Informants were taken by using purposive sampling technique. Data collection was carried out by in-depth interviews. The research resulted in 2 themes, the role as an educator and as a motivator.

scholarly journals CORRELATION OF CLINICAL INSTRUCTORS’ CHARACTERISTICS TO STUDENTS’ CLINICAL SKILLS SCORE IN A MIDWIFERY SCHOOL

2020 ◽  
Vol 9 (2) ◽  
pp. 113
Author(s):  
Ika Friscila ◽  
Achadiyani Achadiyani ◽  
Endang Sutedja
Keyword(s):  
Interpersonal Relationships ◽  
Learning Process ◽  
Clinical Skills ◽  
Personality Characteristics ◽  
Clinical Instructor ◽  
Clinical Learning ◽  
Clinical Instructors ◽  
Pregnancy Care ◽  
Instructor Characteristics

Background: The role of the clinical instructor is very important in clinical learning process that preparing students to become health workers who are competent in the practical environment. Effective clinical instructor is instructor who has profesional competence, interpersonal relationships, personality characteristics, and teaching skills in the process of providing guidance. The aim of the study was to analyze the relationship between clinical instructor characteristics and the score of pregnancy care clinical skills and analyze the most influenced characteristics of clinical instructor in the score of pregnancy care clinical skills in students of the Akademi Kebidanan Sari Mulia in Banjarmasin City.Methods: This study used a cross-sectional design with 11 clinical instructors and 25 Sari Mulia Midwifery Academy students using total sampling. This study used a Nursing Effectiveness Clinical Teacher Inventory questionnaire (NCTEI) questionnaire as instrument.Results: There is a relationship between clinical instructor characteristics and the score of pregnancy care clinical skills in students, namely interpersonal relationships (p = 0.043) and personality characteristics (p = 0.024). The dominant factor associated was personality characteristics (POR = 4.4; IK 95%: 1.02-19.08) with a value of p = 0.048.Conclusion: From this study, it can be concluded that the interpersonal relationships and personality characteristics can enhance the role of clinical instructor in the clinical learning process and personality characteristics represent the clinical instructor characteristics that are most in line with the score of pregnancy care clinical skills.

Role of behavioral sciences in development of professionalism among MBBS students

2020 ◽  
Vol 14 (1) ◽  
pp. 3-9
Author(s):  
Ammara Butt ◽  
Abid Ashar
Keyword(s):  
Medical Students ◽  
Behavioral Science ◽  
Clinical Skills ◽  
Group Discussion ◽  
Sampling Technique ◽  
P Value ◽  
Behavioral Sciences ◽  
Before And After ◽  
Students Attitudes

Background: Professionalism is a global quality expected in medical students’ along with clinical skills. Behavioral sciences have been included in 3rd year MBBS curriculum since 2014 at FJMU. The purpose of this change is to enhance Professionalism formally in addition to other areas of the subject. This study aims to determine effectiveness of studying behavioral sciences as a subject in enhancing elements of Professionalism. Subjects and Methods: The mixed-methods study was used and a sample of 240 3rd year medical students was taken by convenient sampling. In the first (quantitative) phase of the study, Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) was administered before and after studying behavioral sciences as a subject, to collect pre and post statistical results about students’ attitudes towards professionalism. The results were analyzed by paired sample t-test. In the second (qualitative) phase, Focus Group Discussion (FGD) was conducted to reveal the reasons for professionalism development and role of Behavioral Sciences in its development. 8 students were selected by purposeful homogeneous sampling technique. FGD session was audio-taped and transcribed, finally thematic analysis was done. Results: The results showed highly significant increase (p-value= 0.00, t= -74.39, mean= -72, SD= 14.99) in the scores of Professionalism after studying behavioral sciences as a subject. The broad themes identified by FGD were “Professionalism Related Skills Learned through Behavioral Sciences” and “Modes of Information Transfers’ Role in Professionalism Understanding”. The professional skills conceptualized by the students included emotional stability, empathy, psychoeducation, confidentiality, competency and sense of responsibility. The participants felt that professionalism develops by the means of lectures, workshops, role plays, modeling and formal assessment sessions. Conclusion: Study of behavioral science has significant effect in the development of professionalism among MBBS students and is well received by third year MBBS students.

Pengetahuan penata anestesi tentang kompetensi pembimbing klinik keperawatan anestesiologi

2019 ◽  
Vol 3 (2) ◽  
pp. 47
Author(s):  
Vita Purnamasari
Keyword(s):  
Clinical Practice ◽  
Sampling Technique ◽  
Qualitative Approach ◽  
Quality Of Education ◽  
Clinical Instructor ◽  
Clinical Learning ◽  
Communication Competency ◽  
Depth Interview ◽  
Study Programs

Clinical Instructor (CI) is one of the components on clinical learning that has an influence on the quality of learning and outcomes. Clinical instructor must know the competencies that must be possessed to be able to achieve the quality of education in accordance with established standards, but there are many clinical Instructor who do not yet know the competencies. Anesthesiology Nursing is one of the new study programs that requires preparation for clinical learning, so important to know the anesthetist's knowledge about competencies that must be possessed as preparation for student clinical practice. The objective of this study is to describe the knowledge of anesthetist nurses about the competencies of clinical instructor in the nursing anesthesiology clinical practice. The study design was descriptive with a qualitative approach, with 4 participants of anesthesiologist nurse at PKU Muhammadiyah Yogyakarta Hospital with in depth interview and snow ball sampling technique. Theresults of this study showed that there were 3 (three) final meanings of clinical instructor competency, namely professional anesthetist competency, effective communication competency, and teaching competency. The conclusion was the anesthetist clinical instructor’s knowledge is in accordance with the competency that the clinical instructor must have, but there is a competency that is not yet known by the anesthetist.

The First Domain of Palliative Care

2018 ◽  
Author(s):  
E. Alessandra Strada
Keyword(s):  
Risk Factors ◽  
Palliative Care ◽  
Clinical Practice ◽  
Clinical Case ◽  
Clinical Skills ◽  
Home Based ◽  
Professional Self ◽  
The Difference ◽  
Clinical Case Scenarios

This chapter proposes palliative psychology competencies in the first domain of palliative care based on the framework of the Clinical Practice Guidelines for Quality Palliative Care. Competencies are conceptualized as comprising knowledge, skills, and attitudes. The role of palliative psychologists is presented through the discussion of clinical case scenarios. These roles for psychologists are discussed in the context of different palliative care settings (inpatient; outpatient, home-based palliative care, hospice). The relevant application of clinical skills is discussed. The difference between palliative care and hospice is also presented. Finally, this chapter approaches the topic of professional self-care, which is conceptualized as a necessary competence for palliative psychologists. The discussion presents risk factors, protective factors, and interventions especially relevant to palliative psychologists.

scholarly journals THE RELATIONSHIP OF MOTIVATION PROVISION BY CLINICAL INSTRUCTOR WITH STUDENT'S READINESS TO EXPERIENCE CLINICAL PRACTICE IN HOSPITAL

2017 ◽  
Vol 2 (1) ◽  
pp. 30
Author(s):  
Gracia Herni Pertiwi ◽  
Made Ermayani
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Second Grade ◽  
Clinical Instructor ◽  
Chi Square ◽  
Chi Square Test ◽  
Almost All ◽  
Relationship Of

Motivation is a driving force that affects a person's readiness to start doing a series of activities in a behavior. The unpreparedness and anxiety of nursing students during clinical practice is due to the fact that students have no previous experience or description of clinical practice. Almost all students have anxiety when they do the first practice in the hospital, the students become desperate and helpless. Another cause of anxiety is student concern about the possibility of endangering patients due to their lack of knowledge. The purpose of this research was to identify the corelation between provision of motivation by clinical instructor and student's readiness to experience clinical practice in hospital. The research method was analytical descriptive. The sampling technique was simple random sampling conducted to the second grade students who practice in hospital. The sample consisted of 83 respondents. The questionnaire used in this study included questionnaire of motivation provision by the clinical instructor and questionnaire of student's readiness to experience clinical practice in hospital by using likert scale. Data were analyzed by chi square test with significance value of p <0.05. The results showed that there was a correlation between the provision of motivation by clinical instructor and student's readiness to experience clinical practice in hospital (p = 0.008). Motivation by clinical instructor helps improve students' readiness to perform clinical practice. Clinical instructor should optimize the motivation for students. Giving good motivation to the students is not only limited to feedback for the competence that has been done but also creates a pleasant atmosphere of guidance and does not cause tension so that student anxiety level can be minimized.

The miR-21 potential of serving as a biomarker for liver diseases in clinical practice

2020 ◽  
Vol 48 (5) ◽  
pp. 2295-2305
Author(s):  
Jiawei Zhang ◽  
Dandan Li ◽  
Rui Zhang ◽  
Peng Gao ◽  
Rongxue Peng ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Liver Diseases ◽  
Hepatic Disease ◽  
Noninvasive Detection ◽  
Diagnosis And Prognosis ◽  
Expected Performance ◽  
Potential Biomarker ◽  
Disease Condition ◽  
Complex Regulatory Network

The role of miR-21 in the pathogenesis of various liver diseases, together with the possibility of detecting microRNA in the circulation, makes miR-21 a potential biomarker for noninvasive detection. In this review, we summarize the potential utility of extracellular miR-21 in the clinical management of hepatic disease patients and compared it with the current clinical practice. MiR-21 shows screening and prognostic value for liver cancer. In liver cirrhosis, miR-21 may serve as a biomarker for the differentiating diagnosis and prognosis. MiR-21 is also a potential biomarker for the severity of hepatitis. We elucidate the disease condition under which miR-21 testing can reach the expected performance. Though miR-21 is a key regulator of liver diseases, microRNAs coordinate with each other in the complex regulatory network. As a result, the performance of miR-21 is better when combined with other microRNAs or classical biomarkers under certain clinical circumstances.

Enhancing clinical practice: The role of practice guidelines.

1994 ◽  
Vol 49 (1) ◽  
pp. 30-33 ◽  
Author(s):  
J. Jarrett Clinton ◽  
Kathleen McCormick ◽  
Jacqueline Besteman
Keyword(s):  
Clinical Practice ◽  
Practice Guidelines

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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