Intensive care unit, Sheba medical center, Tel HaShomer, Israel.
Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel.
Nurse Educ Today. 2022 Aug;115:105404. doi: 10.1016/j.nedt.2022.105404. Epub 2022 May 17.
Clinical learning is an essential and irreplaceable component of nursing studies. Satisfaction with clinical placements may improve students' learning outcomes as well as their retention in nursing studies. Satisfaction with clinical placements has mostly been associated with environmental factors. The associations between students' satisfaction with clinical placement and students' resilience, clinical instructors' (CI) epistemic authority and perception as a role model have yet to be fully explored.
To explore the associations between students' satisfaction with clinical placement and resilience, as well as CI epistemic authority and perception as a role model.
A cross-sectional survey design with a convenience sample of 131 Israeli nursing students in advanced years of studies, at a large university in central Israel. Data were collected through a self-administered structured questionnaire.
Strong positive correlations were found between students' satisfaction with the clinical placement and their perception of the CI as an epistemic authority and as a role model. Additionally, strong positive correlations were also found between students' satisfaction with the clinical placements and the three sub-categories included in the perception of their CI as a role model (personal traits, clinical skills, and teaching skills). Resilience and CI's teaching skills explained 75.3% of students' satisfaction with their clinical placement.
Nurse educators and CIs should be aware of their significant role in students' professional development and satisfaction with clinical placements. Special attention should be given to the refinement of clinical skills and teaching skills during CI training, along with deeper awareness of one's personal traits. CIs have the potential to be significant professional role models for their students, while enhancing students' resilience and promoting clinical competencies and quality care. These lead to higher student satisfaction and retention in studies as future nurses.
临床学习是护理学习的一个重要且不可替代的组成部分。对临床实习的满意度可能会提高学生的学习成果，并使他们更愿意留在护理学习领域。对临床实习的满意度主要与环境因素有关。学生对临床实习的满意度与学生的适应力、临床指导教师（CI）的认识论权威和榜样认知之间的关联尚未得到充分探索。
探讨学生对临床实习的满意度与适应力，以及 CI 的认识论权威和榜样认知之间的关联。
采用便利抽样法，对以色列中部一所大型大学的 131 名高年级护理专业学生进行横断面调查。通过自填式结构化问卷收集数据。
学生对临床实习的满意度与他们对 CI 的认识论权威和榜样认知之间存在强烈的正相关。此外，学生对临床实习的满意度与他们对 CI 作为榜样的三个子类别（个人特质、临床技能和教学技能）之间也存在强烈的正相关。适应力和 CI 的教学技能解释了学生对临床实习满意度的 75.3%。
护理教育者和 CI 应意识到他们在学生的专业发展和对临床实习的满意度方面的重要作用。在 CI 培训期间，应特别注意临床技能和教学技能的提高，同时加深对个人特质的认识。CI 有可能成为学生的重要职业榜样，同时提高学生的适应力，促进临床能力和优质护理。这将提高学生的满意度和作为未来护士的学习保留率。
