Dissertations / Theses on the topic 'Clinical learning'
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Whiting, Michael Francis. "Learning in clinical contexts : clinical education in podiatry." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262305.
Full textLocascio, Nicholas (Nicholas J. ). "Deep learning for clinical mammography screening." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113130.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"June 2017." Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 37).
Breast cancer is the most common cancer among women worldwide. Today, the vast majority of breast cancers are diagnosed from screening mammography. Multiple randomized clinical studies have demonstrated that screening mammography can help reduce the number of deaths from breast cancer among women ages 40 to 74, especially for those over age 50 [4], and can provide women diagnosed with breast cancer more options for less aggressive treatment [7]. Screening mammography is the first entry into the funnel of clinical mammography. A screening mammogram can result in a suspicious finding, leading the patient to receive additional imaging, and even surgical biopsy if the additional imaging. Screening mammography, as the first part of this funnel, is a place for machine learning to have impact on the largest amount of patients. In this work, we apply machine learning models to tasks in clinical mammography such as density estimation, and Bi-Rads prediction.
by Nicholas Locascio.
M. Eng.
Walker, Rachel M. "Leading for Effective Clinical Education." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367404.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
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Zhao, Yufan Kosorok Michael R. "Reinforcement learning design for cancer clinical trials." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2857.
Full textTitle from electronic title page (viewed Jun. 4, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Biostatistics, School of Public Health." Discipline: Biostatistics; Department/School: Public Health.
Marrow, Carol Elizabeth. "Professional learning through clinical supervision in nursing." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396514.
Full textBray, Farahnaz. "Student views on early clinical learning experiences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86497.
Full textENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.
Needham, Judith. "Best Practice in Clinical Facilitation of Undergraduate Nursing Students: The Perspectives of Clinical Facilitators." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365929.
Full textThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Cefo, Linda M. Dr. "Qualitative Study Exploring the Development of Clinical Reasoning in Nursing's Clinical Education Settings." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556456523899578.
Full textMsiska, Gladys. "Exploring the clinical learning experience : voices of Malawian undergraduate student nurses." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7772.
Full textNori, Nozomi. "Machine Learning Approaches for Personalized Clinical Risk Modeling." 京都大学 (Kyoto University), 2017. http://hdl.handle.net/2433/225729.
Full textAjjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." University of Sydney, 2006. http://hdl.handle.net/2123/1556.
Full textEffective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
Schweitzer, Janine M. "An investigation of professional learning by clinical dietitians." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22393.pdf.
Full textCella, Matteo. "Emotion-based learning : an experimental and clinical investigation." Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42967.
Full textPetty, Nicola Jane. "Towards clinical expertise : learning transitions of neuromusculoskeletal physiotherapists." Thesis, University of Brighton, 2009. https://research.brighton.ac.uk/en/studentTheses/240304d3-3f6b-463f-a193-0c4d28a112aa.
Full textLoftus, Stephen Francis. "Language in clinical reasoning learning and using the language of collective clinical decision making /." Faculty of Health Sciences, School of Physiotherapy, University of Sydney, 2006. http://hdl.handle.net/2123/1165.
Full textThe aim of the research presented in this thesis was to come to a deeper understanding of clinical decision making from within the interpretive paradigm. The project draws on ideas from a number of schools of thought which have the common emphasis that the interpretive use of language is at the core of all human activity. This research project studied settings where health professionals and medical students engage in clinical decision making in groups. Settings included medical students participating in problem-based learning tutorials and a team of health professionals working in a multidisciplinary clinic. An underlying assumption of this project was that in such group settings, where health professionals are required to articulate their clinical reasoning for each other, the individuals involved are likely to have insights that could reveal the nature of clinical decision making. Another important assumption of this research is that human activities, such as clinical reasoning, take place in cultural contexts, are mediated by language and other symbol systems, and can be best understood when investigated in their historical development. Data were gathered by interviews of medical students and health professionals working in the two settings, and by non-participant observation. Data analysis and interpretation revealed that clinical decision making is primarily a social and linguistic skill, acquired by participating in communities of practice called health professions. These communities of practice have their own subculture including the language game called clinical decision making which includes an interpretive repertoire of specific language tools and skills. New participants to the profession must come to embody these skills under the guidance of more capable members of the profession, and do so by working through many cases. The interpretive repertoire that health professionals need to master includes skills with words, categories, metaphors, heuristics, narratives, rituals, rhetoric, and hermeneutics. All these skills need to be coordinated, both in constructing a diagnosis and management plan and in communicating clinical decisions to other people, in a manner that can be judged as intelligible, legitimate, persuasive, and carrying the moral authority for subsequent action.
Buthelezi, Sibusiso. "Clinical learning experiences of university male student nurses during their placement in a clinical setting." University of the Western Cape, 2014. http://hdl.handle.net/11394/4174.
Full textAn increasing number of males is entering the nursing profession. The researcher in his position as a clinical supervisor at the School of Nursing at the University of the Western Cape (UWC), through informal ward rounds with student nurses in the wards, has received concerns raised by male student nurses regarding their dissatisfaction with their clinical learning. Given the paucity of literature about the experiences of males working in a profession dominated by females, the researcher embarked on this study to understand how male student nurses experienced the clinical learning environment. The aim of the study was to explore and describe the lived clinical learning experience of male student nurses during their experiential learning in the clinical setting. A descriptive phenomenological design was used. Purposive sampling was used to select participants from the second, third and fourth year of their study. Three focus group discussions, consisting of six participants per group were used to collect data. One open-ended question guided the interviews. Focus group discussions were audio-recorded and transcribed verbatim. Data analysis was conducted by means of Colaizzi`s (1978) seven steps method of qualitative analysis. Three major themes identified focused on the experiences regarding the constraints in the learning environment, the impact on the self and social support of students working in a female dominated profession. The participants in this study were male students only, but after looking at the findings and literature, the problem of not being given opportunities to practise clinical skills in a clinical learning environment, particularly according to their level of study, is a problem that faces both male and female students. The findings indicate that male nurses do have different experiences compared to female nurses because of their masculinity, hence they are limited in the care that they can provide to female patients.
Poon, Wai Sha. "Staged participation : student nurses' and clinical facilitators' perceptions of the clinical learning environment in Macau." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20988.
Full textBradley, Jennifer. "Facilitating choice for people with learning disabilities." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5792.
Full textJoshua, Beverly. "Nursing students' approaches to learning and clinical decision-making." Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/1840/.
Full textGrimes, Richard. "Learning through experience : developing clinical models for legal education." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32492/.
Full textJamieson, Earle Spencer. "Haptic enhancement of sensorimotor learning for clinical training applications." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/12571/.
Full textLindblad, Simon. "Labeling Clinical Reports with Active Learning and Topic Modeling." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148463.
Full textMohr, Peggy, and Kara Boynewicz. "Team-Based Learning: Clinical Decision-Making Across the Lifespan." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8351.
Full textCompton, Christa M. "Learning from experience : a study of clinical pastoral education /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Full textDenhup, Steven Allen. "Behavioral analysis in the athletic training clinical learning environment." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2843.
Full textTitle from document title page. Document formatted into pages; contains vi, 82 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
Lewis, Kathleen M. (Kathleen Marie). "Fast learning-based registration of sparse 3D clinical images." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122546.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 37-40).
We introduce SparseVM, a method to register clinical 3D MR scans faster and more accurately than previously possible. Deformable alignment, or registration, of clinical scans is a fundamental task for many medical image applications such as longitudinal population studies. Most registration algorithms are designed for high-resolution research-quality scans, and under-perform when applied to clinical data. Clinical scans present unique challenges because, in contrast to research-quality scans, clinical scans are often sparse, missing up to 85% of the slices available in research scans. We build on a state-of-the-art learning-based registration method to improve the accuracy of sparse clinical image registration. We evaluate our method on both a clinically-acquired MRI dataset of stroke patients, and on a simulated sparse clinical scan dataset. SparseVM registers MR scans in under a second on a GPU, which is over 1000 x faster than the most accurate clinical registration methods, without compromising accuracy. SparseVM has statistically significant improvements in runtimes over all baselines, and a statistically significant improvement in accuracy over the fastest baseline. Because of these contributions, SparseVM enables clinical analyses that were not previously possible. Our code is publicly available at voxelmorph. mit . edu.
by Kathleen M. Lewis.
S.M.
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Chavez-Gehrig, Arturo. "Modeling correlations in clinical trial outcomes using machine learning." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123075.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 69-71).
This thesis explores the problem of characterizing the covariance of clinical trial outcomes using drug and trial features. The binary nature of FDA approvals makes drug development risky, but approaches in finance theory could better manage that risk, allowing more high potential drugs to be developed. To apply these methods confidently, it is necessary to understand the covariance between projects. The paper outlines several approaches for this task and their theoretical foundations, such as finding the nearest valid covariance matrix, online sequence prediction, and a new approach using function approximation via random forest. This function approximation approach to estimating covariance is implemented and tested on historical clinical trial data.
by Arturo Chavez-Gehrig.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Kholghi, Mahnoosh. "Active learning for concept extraction from clinical free text." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112420/1/Mahnoosh_Kholghi_Thesis.pdf.
Full textChiu, Yuen-han. "Clinical learning environment and approach to learning : perspectives of mature nursing students in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31683484.
Full textMacdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." N.p, 1997. http://ethos.bl.uk/.
Full textHeradien, Zenobia. "Clinical supervisors’ perceptions regarding the factors that promote or inhibit nursing students’ skills transfer from the skills laboratory to the clinical practice environment." University of the Western Cape, 2019. http://hdl.handle.net/11394/7016.
Full textBackground: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare system nursing students are challenged to be insightful and have clinical reasoning and psychomotor skills in order to apply theory to practice. Clinical teaching is therefore considered an essential part of the undergraduate nursing curriculum, as it provides the opportunity for students to apply theory to practice in the skills laboratory and then to transfer it into real life situations. Nursing students spend time in the clinical practice environment learning the skills and values of the nursing profession, with the goal of achieving the clinical learning outcomes, as prescribed by their nursing education institution and the South African Nursing Council. During this time nursing students depend on the support of clinical supervisors and nursing staff in the clinical practice environment to meet their learning outcomes. Clinical supervisors for the undergraduate nursing programme, at the university included in the study, are tasked with clinical teaching in the skills laboratory, supervision of nursing students in clinical practice and assessment of learning. Nonetheless, there are challenges ascertained by the clinical supervisors, which inhibits students from achieving their learning outcomes. Purpose of the study: The purpose of the study was to explore and describe the clinical supervisor’s perception of students’ skills transfer from skills laboratory to the clinical environment.
Crowley, Maureen A. "A longitudinal study exploring student nurses' perceptions of the impact of a simulated clinical environment on their clinical learning experience and transfer of learning." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6354.
Full textRowe, Michael. "Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1973_1365674895.
Full textBackground: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must 
consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to 
teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the 
complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop 
capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among 
undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was 
identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a 
narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set 
of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards 
knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the 
preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage 
creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of 
innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues 
may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through 
the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting 
research in clinical education, leading to the development of principles of learning that are based on theory.
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Gaddis, Stephen R. "Narrative means to research ends: Learning about therapy from clients' descriptions." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
Full textO'Halloran, Catherine. "Student learning in clinical education : a case study in podiatry." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299666.
Full textSinozic, Tanja. "Learning in clinical practice : findings from CT, MRI and PACS." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49367/.
Full textAshfaq, Awais. "Predicting clinical outcomes via machine learning on electronic health records." Licentiate thesis, Högskolan i Halmstad, CAISR Centrum för tillämpade intelligenta system (IS-lab), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39309.
Full textEngelhard, Chalee R. "Advancing Clinical Instructor Best Practices: A Venture into Online Learning." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352484966.
Full textFarhidzadeh, Hamidreza. "Learning to Predict Clinical Outcomes from Soft Tissue Sarcoma MRI." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7398.
Full textMcGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.
Full textMontecuollo, Brittany. "Program Evaluation of the RN Clinical Learning and Development Specialist." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6928.
Full textChiu, Yuen-han, and 焦婉嫻. "Clinical learning environment and approach to learning: perspectives of mature nursing students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45011631.
Full textBooth, Ian M. "Developing community dentistry through action learning : the actions, reflections and learning of a clinical director." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520729.
Full textHoffman, Margaret Ursula Marinda. "Perceptions of clinical supervisors about their preparedness for clinical teaching at a university in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/7018.
Full textBackground: Clinical supervision or clinical accompaniment is considered an integral part of nursing education and is crucial for the development of nursing students’ clinical competence. In order to achieve this, clinical supervision requires skilled human resources which vary from one educational institution to another and may include lecturers, clinical supervisors/facilitators and professional nurses. Clinical supervisors are required to be good educators as well as excellent clinicians. In addition, they often draw on their individual, personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they work. However, the clinical teaching model or framework used by educational institutions is often not aligned to clinical practice activities and vice versa. This poses challenges for students due to the different expectations of educators and professional nurses in practice. Inadequately prepared clinical supervisors can have a detrimental effect on the delivery of the nursing programme that may include poor clinical teaching and inadequate integration of theory and clinical competencies, which ultimately leads to poorly trained nursing students. Aim of the study: The aim of this study was to explore the perceptions of clinical supervisors regarding their preparedness for clinical teaching. Methods: The study adopted a qualitative research approach, utilising an exploratory descriptive design. A non-probability purposive sampling method was used to select 12 clinical supervisors in the undergraduate programme. The researcher collected the data by means of semi-structured interviews with open-ended questions and analysed this data using content data analysis. Analysis of the data using ATLAS, ti 8 research software programme generated four themes and 18 categories. Findings: The findings indicated that clinical supervisors required time to adapt to their role and improve their knowledge and skills despite them having a positive experience during their orientation. Although appreciative of the support and guidance, clinical supervisors stated that not all colleagues were supportive, which in some instances had a negative impact on interpersonal relationships. The findings furthermore indicated that clinical supervisors apply all the steps of the five phases in the skills lab methodology employed by the School of Nursing at the university where the study was conducted. Clinical supervisors are required to be well informed and committed to continuing education in order to incorporate theory into practice with the latest developments and equipment in facilities. Furthermore, the findings indicated that inconsistency and failure to attend to students’ clinical learning needs can have a negative impact on student learning. Ethics: The researcher adhered to all principles of research ethics throughout the study.
Nash, Robyn Elizabeth. "Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16493/1/Robyn_Nash_Thesis.pdf.
Full textNash, Robyn Elizabeth. "Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16493/.
Full textThompson, Janny M. "Human performance differences following the learning of behavior sequences by chaining procedures." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6910.
Full textEliatamby, Anna. "The use of frames by clinical psychologists in learning difficulties services to aid clinical decision making in crises." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264381.
Full textMugerwa, Pumla Princess. "The relationship between clinical learning environmental factors and clinical competence of newly qualified registered nurses in public hospitals." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19266.
Full textAlharbi, Mohammad Khadran. "THE ROLE OF EMOTIONAL AND SOCIAL COMPETENCIES:ASSESSMENT OF WORK ENGAGEMENT AND CLINICAL PERFORMANCE IN THE CLINICAL LEARNING ENVIRONMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1560354173421555.
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