AN INVESTIGATION OF CLINICAL NURSE EDUCATORS PERSPECTIVES ON CULTURE-BASED CLINICAL EDUCATION IN NURSING EDUCATION
DOI:
https://doi.org/10.48079/jika.v8i2.156Keywords:
Budaya, pendidikan klinis, perawat pendidik klinis, perspektifAbstract
Abstract
Clinical nurse educators who do not incorporate cultural aspects into the clinical learning process will impact and hinder the achievement of clinical learning objectives. Cultural elements in clinical education can enhance the achievement of clinical learning objectives. The purpose of this study was to explore clinical nurse educators' perspectives on culture-based clinical education in nursing education. This study used a descriptive qualitative design with 10 clinical nurse educators at two teaching hospitals in Jakarta, Indonesia. Semi-structured interviews were conducted from September to October 2022. Data analysis was conducted using content analysis. This study yielded four themes regarding culture-based clinical education from the perspective of clinical nurse educators. These themes are: 1) Students are passive, lack initiative, and wait for instructions in implementing clinical learning; 2) Clinical educators' dual duties; clinical educators have not optimally provided clinical guidance to students; 3) Pre-existing general culture poses a challenge in implementing clinical learning; and 4) Support for learning facilities in clinical learning units influences the process of culture-based clinical education. This study concludes that culture-based clinical education is not fully understood and applied by clinical nurse educators in implementing clinical learning in clinical learning units/rooms.
References
Armah, N., Martin, D., Harder, N., & Deer, F. (2020). Undergraduate nursing students’ perspectives of intercultural communication: A qualitative descriptive study. Nurse Education Today, 95(August), 104604. https://doi.org/10.1016/j.nedt.2020.104604
Dewi, N. A., Yetti, K., & Nuraini, T. (2021). Nurses ’ critical thinking and clinical decision-making handover ?. Enfermería Clínica, 31, S271–S275. https://doi.org/10.1016/j.enfcli.2020.09.014
Edwards-Maddox, S., Cartwright, A., Quintana, D., & Contreras, J. A. (2021). Applying Newman’S Theory of Health Expansion To Bridge the Gap Between Nursing Faculty and Generation Z. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2021.02.002
Gemuhay, H. M., Kalolo, A., Mirisho, R., Chipwaza, B., & Nyangena, E. (2019). Factors Affecting Performance in Clinical Practice among Preservice Diploma Nursing Students in Northern Tanzania. Nursing Research and Practice, 2019, 1–9. https://doi.org/10.1155/2019/3453085
Glynn, D. M., McVey, C., Wendt, J., & Russell, B. (2017). Dedicated Educational Nursing Unit: Clinical Instructors Role Perceptions and Learning Needs. Journal of Professional Nursing, 33(2), 108–112. https://doi.org/10.1016/j.profnurs.2016.08.005
Hababeh, M. O., & Lalithabai, D. S. (2020). Nurse trainees’ perception of effective clinical instructor characteristics. International Journal of Nursing Sciences, 7(3), 285–290. https://doi.org/10.1016/j.ijnss.2020.06.006
Hadi, M., & Nursalam. (2020). Pendidikan Klinis Keperawatan Dengan Pendekatan Preceptorship. UM Jakarta Press.
Hagqvist, P., Oikarainen, A., Tuomikoski, A. M., Juntunen, J., & Mikkonen, K. (2020). Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study. Nurse Education Today, 87(January), 104348. https://doi.org/10.1016/j.nedt.2020.104348
Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings. BMC Medical Education, 18(1), 1–8. https://doi.org/10.1186/s12909-018-1251-x
Innocentia, N., Enyan, E., Boso, C. M., & Amoo, S. A. (2021). Preceptorship of Student Nurses in Ghana?: A Descriptive Phenomenology Study. 2021.
Jayasekara, R., Smith, C., Hall, C., Rankin, E., Smith, M., Visvanathan, V., & Friebe, T. R. (2018). The effectiveness of clinical education models for undergraduate nursing programs: A systematic review. Nurse Education in Practice, 29, 116–126. https://doi.org/10.1016/j.nepr.2017.12.006
KARS. (2017). STANDAR NASIONAL AKREDITASI RUMAH SAKIT Edisi 1. Standar Nasional Akreditasi Rumah Sakit, 1, 421.
Liao, H. C., Yang, Y. M., Li, T. C., Cheng, J. F., & Huang, L. C. (2019). The effectiveness of a clinical reasoning teaching workshop on clinical teaching ability in nurse preceptors. Journal of Nursing Management, 27(5), 1047–1054. https://doi.org/10.1111/jonm.12773
Mikkonen, K., Elo, S., Tuomikoski, A. M., & Kääriäinen, M. (2016). Mentor experiences of international healthcare students’ learning in a clinical environment: A systematic review. Nurse Education Today, 40, 87–94. https://doi.org/10.1016/j.nedt.2016.02.013
Monique, K., Elizabeth, A., Lise, O., & Lisa, M. (2019). Unsafe student nurse behaviours: The perspectives of expert clinical nurse educators. Nurse Education in Practice, 41(September 2018), 102628. https://doi.org/10.1016/j.nepr.2019.102628
Richard-Eaglin, A. (2021). The Significance of Cultural Intelligence in Nurse Leadership. Nurse Leader, 19(1), 90–94. https://doi.org/10.1016/j.mnl.2020.07.009
Van Wyngaarden, A., Leech, R., & Coetzee, I. (2019). Challenges Nurse Educators Experience With Development of Student Nurses’ Clinical Reasoning Skills. Nurse Education in Practice, 40, 1–6. https://doi.org/10.1016/j.nepr.2019.102623
Zanjani, M. E., Ziaian, T., Ullrich, S., & Fooladi, E. (2021). Overseas qualified nurses’ sociocultural adaptation into the Australian healthcare system: A cross-sectional study. Collegian, xxxx. https://doi.org/10.1016/j.colegn.2020.12.005
Zarzycka, D., Id, A. C., Jadwiga, B., & Niedorys-, B. (2020). version of the Nurse Cultural Competence Scale and preliminary research Nurse Cultural Competence-cultural adaptation and validation of the Polish version of the Nurse Cultural Competence Scale and preliminary research results. October. https://doi.org/10.1371/journal.pone.0240884
