Reflecting on Clinical Training Instruction: Improving New Instructors’ Capabilities

Novice-nursing faculties face difficulties during clinical education. Clinical education is similar to cognitive apprenticeship, a program that helps nursing students develop as nurses. To verify the efficacy of a clinical education model as a reflection model that strengthens the competency of novice-nursing faculties to teach clinical practice. Two studies were conducted for verification. We examined opinions and thoughts on the practices of new nursing faculties by using cases as data, and subsequently, we conducted a two-year reflection on these cases. We performed an inductive analysis by using the case-study descriptions as outcome data for the new nursing faculties in question. Consent was obtained from the ethics committee of the authorsʼ affiliated university. From the 14 cases, many accounts provided descriptions of situations only, with no descriptions of professors or students' studies. Novice faculties initially focused on the students' insufficient abilities, problematic behavior and inexperienced observations and responded emotionally. The qualitative inductive analysis results clarified that clinical education was conducted based on four perspectives and five approaches, thus identifying the conditions of the education and students.