תפיסות של סטודנטים לסיעוד ושל מדריכים קליניים עצמם את המדריך הקליני הרצוי: הלימה ושונות ביניהן

Introduction: The essence of clinical instruction is to train nursing students and provide them the theoretical knowledge and clinical and interpersonal skills nurses need to ensure quality and safe patient care. They added the importance of being role models for students as a strategy in nursing education. Clinical experiences provide practical learning and prepare students for the real world of the nursing profession. In Israel, there is a core curriculum for a registered nurse degree, in which about 50% is devoted to clinical practice experience.Aims of the Study: To describe the perception and the characteristics of the ״ideal clinical״ instructor in nursing from the perspectives of the instructors themselves and from nursing students, and to examine the level of congruence between them.Method: Qualitative research. Data collection consisted of an in-depth semi-structured interview. Participants: the study sample included 24 women: 12 nursing students ages ranged from 23 to 48 years and 12 clinical instructors ages ranged from 33 to 54 year.Findings: Three main themes were identified:1. ״clinical instructor: between leader and manager״2. ״landing softly - a clinical instructor that leads students to the real world״3. ״the delicate dance of the clinical instructor - between nurturing a frightened child and relating to an independent adult״Conclusions: Regarding the leadership qualities of the clinical instructor, both groups seem to have agreed that the instructor must be a leader. Another feature of transformational leaders — charisma, was viewed as to be important by the students only.There is full agreement between clinical instructors and students regarding the role of instructor helps students apply theoretical knowledge and acquire professional skills easily and in an adaptive way according to the students׳ needs.Opinions of researchers in the field relating to the student as an adult or as a little child are divided. On one hand, students described the role of the ״ideal״ clinical instructor as that of a maternal figure that emphasizes support, concern, and reinforcement for students. On the other hand, some voices that refer to students from a maternal place may limit students׳ professional development and delay their self-confidence. The instructors did not regard their perception of the students as ״little children״. They seemed to relate to students from a professional stance rather than from a maternal approach.