de Guzman Allan, Pablo Lewis Anthony, Prieto Rei Joseph, Purificacion Vena Nova, Que Joyce Jamilla, Quia Precious
College of Nursing, University of Santo Tomas, Manila 1015, Philippines.
Nurse Educ Today. 2008 Jan;28(1):48-54. doi: 10.1016/j.nedt.2007.02.012. Epub 2007 May 18.
While it is true that understanding the attributes and unique distinction of the nursing faculty has been the subject of most of the studies, little is known about how the use of doodles can help surface the persona of the clinical instructors.
This study aims to capture the essence or the lebenswelt of the concept of "clinical instructor" from the lens of students' doodles which have been considered as a powerful qualitative tool in articulating individual experiences.
A total of 195 senior nursing students recruited from a comprehensive university in the Philippines were the subjects in this qualitative study. Data were gathered from self-generated illustrations and written explanations made by the subjects to identify their concept of effective and ineffective clinical instructors. Phenomenological reduction was observed through a repertory grid, where doodles drawn were listed, categorized and thematised to reveal the qualities of the clinical instructor.
The subjective nature of the findings, though not generalizable, has surfaced how doodling can be a potent tool in identifying collective interpretation of the essence of health professions construct such as the one under study. The doodles revealed that an effective clinical instructor (enlightening, engaging and embracing) is one who is able to facilitate the learning of the students as well as being able to establish a harmonious learning atmosphere for and with the students. On the other hand, an ineffective clinical instructor (detrimental, dangling, and disturbing) impedes students' development in the clinical practice by causing conflict through their personal attitudes and their teaching strategies. This can have benefits for clinical instructors, to improve themselves and realize the impact of their attributes to the clinical learning of students.
虽然了解护理教师的特质和独特之处一直是大多数研究的主题，但对于涂鸦如何有助于展现临床教师的形象却知之甚少。
本研究旨在从学生涂鸦的角度捕捉“临床教师”概念的本质或生活世界，涂鸦被认为是阐明个人经历的有力定性工具。
从菲律宾一所综合性大学招募的195名高年级护理专业学生是这项定性研究的对象。数据收集自受试者自行绘制的插图和书面解释，以确定他们对有效和无效临床教师的概念。通过一个 repertory 网格观察现象学还原，将绘制的涂鸦列出、分类并主题化，以揭示临床教师的特质。
研究结果的主观性虽无法推广，但揭示了涂鸦如何成为一种有力工具，用于识别对诸如本研究中所探讨的健康专业概念本质的集体解读。涂鸦显示，一位有效的临床教师（启发性、有吸引力且包容）能够促进学生学习，并能为学生营造和谐的学习氛围。另一方面，一位无效的临床教师（有害、摇摆不定且令人不安）会因其个人态度和教学策略引发冲突，从而阻碍学生在临床实践中的发展。这对临床教师有益，有助于他们提升自我并认识到自身特质对学生临床学习的影响。
