TEACHING STYLES IN CLINICAL NURSING EDUCATION: A QUALITATIVE APPROACH

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KARIMI MONAGHI H.; DABAGHI F.; OSKOUEI S.F.; BIONGHI T.; VEHVILAINEN JULKUNEN K.

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Journal Paper

Paper Information

Journal: Journal of Sabzevar University of Medical Sciences Year:2009 | Volume:15 | Issue:4 (50) Page(s): 182-191

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Information Journal Paper

Title

TEACHING STYLES IN CLINICAL NURSING EDUCATION: A QUALITATIVE APPROACH

Author(s)

Keywords

GROUNDED THEORYQ2

CLINICAL EDUCATION SETTINGQ3

TEACHING STYLEQ3

Abstract

Background and purpose: There are many studies about nursing clinical settings and their problems, but the TEACHING STYLE of teachers on the bedside has not been studied as a whole. Therefore, this study was conducted to assess, describe and interpret nursing trainers’ perceptions of the TEACHING STYLE in clinical settings.Methods and Materials: The GROUNDED THEORY approach was used to conduct this study. Fifteen nursing teachers were interviewed individually in 2006-2007. The interview protocols were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Results: Three major themes and 12 sub-themes emerged from the study data which portray the clinical TEACHING STYLEs of the nursing teachers. The main themes are multiple styles in teaching, nature of clinical teaching, control and adaptation in the educational atmosphere and multiplicity in TEACHING STYLE. Individualized styles were observable across teachers, but they varied across situations, type of skills (content), educational environment and facilities, levels of the learners, and the control and accommodation of teachers with the teaching atmosphere. Conclusion: Although TEACHING STYLE is a complex phenomenon, but this study has helped emerge some of the rules and principles of clinical training of nurses.

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