alexa Nursing Clinical Instructor Needs Assessment
ISSN: 2167-1168

Journal of Nursing & Care
Open Access

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Research Article

Nursing Clinical Instructor Needs Assessment

Donna M. Glynn*
Assistant Professor of Practice, Simmons College, School of Nursing and Health Sciences, USA
Corresponding Author : Donna M. Glynn, PhD, RN, ANP-BC
Assistant Professor of Practice, Simmons College
School of Nursing and Health Sciences, Boston, MA USA
Tel: 617-521-2522
E-mail: [email protected]
Received April 08, 2014; Accepted May 27, 2014; Published May 30, 2014
Citation: Glynn DM (2014) Nursing Clinical Instructor Needs Assessment. J Nurs Care 3:168. doi:10.4172/2167-1168.1000168
Copyright: © 2014 Glynn DM. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.


Introduction: To date there is limited research related to the perceived learning needs of adjunct clinical nursing instructors and the development of an effective clinical instructor certificate program. The purpose of this study is to identify the perceived learning needs of clinical instructors teaching in a variety of clinical settings. Methods: A qualitative survey is designed and administered to 230 adjunct clinical instructors at a small urban college in the Northeast using an Internet-based survey. The central aim of the survey is to identify the level of support for a formal orientation program and the "Nurse of the Future Core Competencies" that are of most value. Results: 80% of respondents reported that a structured orientation program would be of value. Legal and ethical issues, reflective practice and informatics were identified as priority topics to be incorporated into the program. The study also identified concerns related to aging clinical nursing faculty and the institutional support necessary to foster the development of clinical nursing instructors. Conclusion: As critical stakeholders in the development of nursing students, this study supports the need for a structured orientation program in order to improve nursing clinical education and retain qualified nursing clinical faculty members. The information gained from this study could serve as a basis for a future structured orientation program that may result in a successful model of well-prepared clinical faculty.


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