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dental school in 2015 were invited to evaluate four clinical instructors whom they felt were strong role models and four clinical instructors whom they felt would benefit from constructive criticism.
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METHOD
Twenty-six participants (nine nurses, 12 nurse managers, four clinical instructors, one physician) who worked in four teaching hospitals and nursing schools were interviewed by semistructured interview method.
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Clinical Instructor sentence examples within Effective Clinical Instructor
The objective of the present study was to investigate the personal experiences of nursing students about the characteristics of an effective clinical instructor and to explain the concept of “effective instructor” in clinical education.
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Many health professions have identified characteristics of an effective clinical instructor and used this information to create tools to measure clinical teaching effectiveness (CTE) in their disciplines.
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Clinical Instructor sentence examples within Nursing Clinical Instructor
This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education.
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In order to achieve a wide range of experiences, views and maximal variance in data, 17 senior nursing undergraduates, 6 nursing clinical instructors and 4 working nurses in medical centers were included in study based on the purposive sampling method.
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Clinical Instructor sentence examples within clinical instructor role
The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum.
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It also highlighted the ever-growing complexity of the clinical instructor role and the fact that clinical instructors do not always feel adequately prepared to support students with disability.
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Information needs, academic requirements, and encouragement from clinical instructors triggered the students to use EBPsteps.
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This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting.
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Despite the progression in nursing education, in some clinical settings, the effective teaching behavior of clinical instructors is absent that affects student learning.
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82% of the variance in the experience: (1) the clinical instructor’s attitude toward the student, (2) the student’s self-confi dence in his or her abilities, (3) the department staff’s attitude toward the student, and (4) a sense of calmness and familiarity with the work environment.
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An effective clinical teaching guided by clinical instructors intends to create high, updated core clinical competencies and link them with theoretical knowledge of nursing students.
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Data is collected through in-depth interviews with student, clinical instructors and document observations.
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Introduction
A new technology in medical education is ultrasound simulation, which has been shown to help students learn while reducing load on clinical instructors.
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(1) Clinical instructor of Technical institute of nursing Touch– School of nursing (2) Assistant.
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However, the emergence of the novel coronavirus, SARS-CoV-2, and the subsequent global pandemic of 2020 forced many clinical instructors to adapt to teaching online.
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, fifth-year dental students, clinical intern dentists, early-career oral surgeons, board-certified members of the Japanese Society of Oral and Maxillofacial Surgeons [JSOMS], and JSOMS specialists and clinical instructors).
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In this paper, we describe one of a number of education initiatives designed to inform stakeholders (students, faculty members, clinical instructors, registered nurses, clinical education leaders) about the prevalence of bullying, the nature of bullying, the consequences of bullying, and some strategies to address bullying in nursing education.
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This means that nursing students were oriented tounit settings/ wards by clinicalinstructor/teacher, they felt that they receive individualized supervision and continuous feedback andsuggestions of improvement from clinical instructors/teacher and there were frequent bed side rounds.
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OBJECTIVES
This systematic review aimed to offer insight and understanding, through synthesis of findings from studies that report on perspectives of student nurses/midwives, clinical instructors, clinical nurses/midwives on the challenges faced by student nurses/midwives in the clinical learning environment (CLE).
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We examined the role of the clinical instructor and students’ self-efficacy by two validated questionnaires to find the relationship between these two factors.
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Therefore, clinical instructors should take targeted measures in teaching methods and work arrangements according to the needs of interns.
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Clinical instructors are one influence that potentially deters men in nursing.
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Every indicator has an average value and the percentage of achievement starting from the highest to the lowest; the relationship of supervision (clinical supervisor or clinical instructor) with an average of 31.
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The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum.
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Objective: The purpose of this study was to understand the experiences of clinical instructors participating in a simulated experience teaching ethics.
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A consistent framework is necessary to guide students, theory faculty, and clinical instructors.
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Methodology A content analysis method using interactive semistructured in-depth interviews to interview randomly selected course coordinators (n = 7), clinical instructors (n = 7), and nursing alumni (n = 6) of the faculty of nursing of a private university in Indonesia.
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Outcome measurements Clinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).
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The objective of the present study was to investigate the personal experiences of nursing students about the characteristics of an effective clinical instructor and to explain the concept of “effective instructor” in clinical education.
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We used content analysis to identify common themes from interviews with key actors, including students’ clinical instructors, StrongStart sites’ early childhood educators and managers, and public health nurse managers affiliated with StrongStart sites.
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METHOD
Seven clinical instructors participated in a focus group to share their experiences of managing students at risk.
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The 23 course coordinators and clinical instructors met the inclusion criteria of having worked for at least five years as classroom teachers and at least one year as course coordinators or clinical instructors.
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Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester.
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BACKGROUND
Clinical instructors noted students in an advanced medical-surgical nursing course frequently struggled to identify cardiac rhythms in clinical settings.
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Methods
The perceptions of patients, dental undergraduate students, clinical instructors, and clinic co-ordinators regarding Comprehensive Dental Care was evaluated by a cross sectional survey.
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Conclusions of the study, there was positive differences between pre-test and posttest results after given preceptorship training to the clinical instructor.
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Simulation may also allow the clinical instructor to objectively test the ability of the trainee to carry out the clinical procedure competently and independently prior to trainee's completion of the program.
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Results: Of the 50 health educators, 46 (92%) reacted to the main phase of the overview, 48 (96%) of medical educators have sound mentalities about their jobs and responsibilities, 42 (84 %) having disintegration of clinical polished methodology, 44 (80 %) have clinical instructors ethicists- subjecting one's personal responsibility to the interest of patients, 50 (100 %) sticking to high moral and good guidelines, 40 (80 %)responding to cultural necessities, 48 (96%) displaying center humanistic qualities (e.
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Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates.
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Class lectures/preclinical instructors were the most important factor influencing decision-making for D1 students, versus clinical experiences/instructors for D3 students.
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This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models.
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Students value the hands-on nursing in a direct care facility and clinical instructors must replicate this in a virtual setting.
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Objectives To evaluate the DEU learning atmosphere, instruction quality, clinical instructor’s performance and students’ grades.
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Background Clinical instructors have an important role in advancing nursing students to achieve the program objectives.
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Purpose: This research examines 1 year of cross-sectional, Canada-wide ratings from clinical instructors using the Canadian Physiotherapy Assessment of Clinical Performance (ACP) and analyzes the performance profiles of physiotherapy students’ performance ratings over the course of their entry-to-practice clinical placements.
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Program ini menunjukkan bahwa perawat sebagai clinical instructor perlu di bekali pemahaman dan keterampilan dalam pelaksanaannya dalam membimbing mahasiswa.
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Goals were written collaboratively, and therapy techniques were practiced in small groups with direction from clinical instructors.
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Evidence indicates that clinical instructors (CIs) are able to recognize and address cognitive deficits6,7,8,9 but are less likely to address and remediate deficits in the affective domain.
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Our work on intelligent clinical training systems provides one effective solution to this problem by introducing intelligent clinical training systems that can supplement tutoring sessions by expert clinical instructors.
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The success of education in a clinical setting certainly requires the support of teaching nurses (clinical instructors) who have credibility and competence in terms of knowledge, attitudes and skills and are actively involved in professional activities.
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It also highlighted the ever-growing complexity of the clinical instructor role and the fact that clinical instructors do not always feel adequately prepared to support students with disability.
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This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education.
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Consequently, this study aims to determine the reasons why student nurses absenting themselves from clinical posting, its effect and how clinical instructor can motivate student nurses since they are the first role models and have a significant impact in their skill development.
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The achievement of student skills in clinical practice cannot be separated from the role of clinical instructor.
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Client Description: Three participants were involved in this clinical placement: an entry-level physiotherapy student, a physiotherapy clinical instructor, and an academic coordinator of clinical education from a Master of Science in Physical Therapy (MScPT) programme.
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Although most studies used exams, worksheets (n = 19), or observations by clinical instructors (n = 2) to measure effectiveness, some studies (n = 8) also used surveys to measure student satisfaction, engagement, or perception; three studies measured the student’s ability to use the instrument.
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Background: When practitioners of veterinary medicine enter academia as faculty or clinical instructors, they are asked to perform research, provide service and outreach, and educate students, yet the teaching component is a struggle for many.
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This article examines various debriefing methods and describes scenarios in which clinical instructors can utilize this approach to improve the effectiveness of the postclinical conference.
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Challenges related to limited clinical sites and shortage of clinical instructors may reduce the quality of clinical experiences, leading to increased demand for the establishment of simulation-based training programs in the curricula of educational institutions.
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Clinical sites can be difficult to find or manage; clinical instructors may be difficult to attain, train or retain; large class sizes become cumbersome for clinical faculty and simulation centers; the simulation centers are expensive to create, complete, and control.
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The objective is t o know the perception of the caring behavior of nursing students on the clinical instructor.
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Conclusion: The challenges experienced by student nurses cut across the clinical area environment, the students, and the clinical instructors.
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The participants were selected through purposive sampling and included 14 senior students of bachelor of nursing, four nurses working in teaching hospitals and six clinical instructors.
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Both benefits and barriers exist in clinical education, but 1 commonly stated barrier includes the perception that students have a negative impact on clinical instructor (CI) productivity.
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Clinical instructors, specially trained physiotherapists of the team at the clinical site, foster and promote students learning.
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With limited clinical placements, nursing programs and clinical instructors are asking how to reasonably accommodate students who identify with disabilities in clinical placements.
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dental school in 2015 were invited to evaluate four clinical instructors whom they felt were strong role models and four clinical instructors whom they felt would benefit from constructive criticism.
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The use of qualified hospital nurses as guides, role models, and clinical instructors in creating an acceptable and stress-free atmosphere is one of the other necessary measures.
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In the COC model the team consists of academic-practice leaders, clinical instructors, staff nurses, and students.
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Clinical instructors play a significant role in student learning in dental hygiene education, but more information is needed on which instructor characteristics best promote student development.
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McCusker, MD, and Moshe Ben-Shoshan, MD, MSc; Faculty of Medicine, McGill University, Montreal, QC, Canada, McGill University Health Centre, Montreal, QC, Canada, Clinical Instructor, Department of Pediatrics, University of British Columbia, Vancouver, BC, Canada, Division of Pediatric Allergy and Clinical Immunology, Department of Pediatrics, McGill University Health Centre, Montreal, QC, Canada, Department of Pediatrics, Faculty of Medicine, Memorial University, St.
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