To support nursing students in clinical placements, nurse educators are developing a variety of roles, such as lecturer/practitioner, researcher/practitioner, and lecturer/researcher. Nurse educators should have a firm practice base and collaborate more closely with clinical staff and lecturers from other disciplines. (SK)

Group interviews with nursing teachers, students, and clinical preceptors identified concerns about the theory-practice gap: shortness of clinical placements, sequencing of theory and practice, lack of clinical-educational collaboration, and lack of clarity regarding teacher roles. Ways to minimize the gap were also identified. (SK)

A hospital database was used for problem-solving activities in nursing education to enhance theory-practice integration and transition of entry nurses. Faculty faced a challenge in integrating the critically reflective curriculum with the highly prescriptive database. (SK)

Education for nursing practice must shift to a collaborative education/service model in which the value of practical education and experience is better understood and integrated with academic knowledge. This model provides better resources and availability of mentors/preceptors, resulting in better prepared nurses. (Contains 32 references.) (SK)

A training institute to prepare nurses to serve as preceptors of undergraduate clinical experience was evaluated by focus groups of 6 preceptors, 13 students, and 2 nurse managers. Formal preceptorship training enhanced student learning and promoted positive relationships between nurse educators and practitioners. (SK)

A survey of 102 nursing students in clinical placements found the majority dissatisfied with the amount and nature of teacher contact. The most valued teacher behaviors were related to interpersonal skills and personality, nursing competence, evaluation, and teaching ability. (SK)

A literature review identified three aspects of personal tutors' role in nursing education. The academic role is increasingly important as higher education preparation of nurses increases. The clinical role is difficult to maintain but crucial for moving theory into practice. The pastoral role is less clearly defined and tutors need better…

The clinical role of nurse teachers is the subject of long-standing debate. A triangular relationship among student, clinical mentor, and lecturer can guide the application of theory to practice. The lecturer-practitioner can play a role in identifying standards of practice and preparing educational programs. (SK)

In interviews with 10 nurse teachers and 10 clinicians, respondents could describe clinical competence more fluently than clinical credibility. Responses raised the question of whether nursing teachers must be clinically competent/credible to teach nursing. (SK)

Interviews with nursing students, practitioners, and educators in England and case studies of clinical experience in adult and mental health settings revealed a need for teachers to negotiate and clarify roles with practitioners and students and to provide practitioners with relevant information about their courses. A lack of trust and respect…

Observations of and interviews with 41 British nurse educators found that they are expected to spend more time doing clinical teaching, developing links with clinical staff, supporting the development of the clinical learning environment, and participating in educational audits. (SK)

Nursing is increasingly characterized by interpersonal involvement with patients, paralleled by the relationship between clinical supervisors and student nurses. Awareness of unconscious processes such as transference and countertransference is vital to exploit the potential for learning and support in clinical supervision. (SK)

A study of 155 nurses and 300 nursing students indicated that students accepted clinical practitioners' roles as assessors, mentors, and supervisors. A Welsh study found that clinical practitioners described their relationship with students as mentoring. Questions about preparation and workload in mentoring, supervising, and assessing students…

A program in which senior nursing students (n=31) supported junior students (n=27) in clinical placements was evaluated. Peer support was considered valuable, but both groups desired more preparation for their roles. Seniors felt their teaching and mentoring skills were enhanced. Juniors reduced anxiety about placements. (Contains 26 references.)…

In an ideal model of clinical teaching, interactions among clinical teachers, colleagues, and nursing students optimize the clinical experience. The student/client (i.e., patient) relationship is primary. When the teacher/student relationship dominates, the balance is disrupted to the detriment of learning and patient care. (SK)