The Inside and Outside View of Innovation -- Journal Article

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Click here. College Pages. Subscribe for free today. Featured college pages. Opinions on Inside Higher Ed. Philanthropy for the New Majority. The Pivotal -- and Pivoting -- Partnership. Technology and Learning. The consequence of the instructor's insufficient scientific capability was losing her credibility in front of the personnel and students. Therefore, the ward personnel did not allow either the instructor or the students to do any work. So, learning opportunities would be lost for the students.


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The instructor was illiterate and his reputation in the ward was ruined. You do not have to do anything. The presence of instructor at the bedside means having a source of reassurance and a sense of confidence for the students. According to our participants, irresponsible or incompetent instructors strive to detach themselves from clinical education. Accordingly, our participants were complaining about the poor attendance of some instructors at clinical education courses, the loss of learning opportunities, and the sense of being abandoned in clinical settings.

Most of the students were complaining about the insufficient presence of instructor in clinical wards, being abandoned in the wards, and wasting the opportunities to learn.

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They come in the morning. Then they go and come back at noon. Only one time they come and go quickly. They leave the students in the ward. Of course, it is true that we work on our routine procedures, but we are not able to understand things or read the files or understand something out of the file. They do not introduce any new cases. We have been abandoned for long times and they have been following their own work.

Among the implications of the absence of an instructor in the ward is that the student loses her confidence for nursing care and there will be less control on the situation that occurs. This also makes the student to experience the feeling of being not useful and not having any worth. In this regard, a student stated:. Already I was not interested. When I see that there is no instructor in the ward, I do not know what to do.

I have just got a blood sample and the vessel was torn, all these cases are undermining my morale. I think the instructor must accompany the students in the ward. Students expressed that too much focus of the instructor on the implementation of strategic operational procedures reduces the necessary time for scholarly discussion with the instructor about the patient and the related nursing care. Regarding this, a student stated:.

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Students and laboratory personnel have no right to take blood. You should only get the samples. So, we spend most of our time in the ward just to do this. Not even once, they let us to go at bedside and observe the symptoms or discuss about the patient with the instructor. The data obtained from the interviews revealed that most of the instructors, especially the novice instructors without having adequate clinical experiences, prefer to teach and train the students by using the theoretical approach.

A part of their clinical education is performed as speech and theoretical discussions, which are presented in the conference room or outside the ward without having direct attention to patient care, expectations, and learning activities asked by the students. These conditions take them away from the bedside and they are engaged in theoretical materials.

Situation of convergence theory will lead to the formation of feeling of being not useful in the students. In these circumstances, the students do not even have interpersonal and appropriate professional communication with the clinical staff. These conditions put them and their nursing instructor in isolation and make them separated from the clinical environment.

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One consequence of this situation is the reduction in their clinical learning. Regarding this, one of the students said:. Conference in my opinion is a complete theory. When we are at bedside, it is not necessary to learn theory. We always have the same repeated conference.

Teaching Outside the Classroom

This case causes us to feel that we do not have the required performance and we are not useful, and cannot be a successful nurse. Clinical evaluation process as a mental process was perceived by the students as complex and difficult. The usage of non-standard forms of evaluation and evaluation without creating learning situations for students were the important aspects which the students mentioned as barriers to learning.

About the usage of non-standard forms, a student stated:. For example, it has 20 items. Within our ward, we will not even face with 10 items. Then, the instructor himself writes the scores.

Then, it is possible that some students really do not deserve it. The students are discouraged. I see that eventually, the instructor's evaluation is not true. Some students had claimed that they saw the evaluation forms at the start of training course, but these forms do not play any roles in this evaluation by the instructor and the instructors evaluated the students according to their own tastes.

Believe it.

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For example, we went to dialysis ward last semester. I was always present at quarter past seven in the morning. I connected the patient to the related device, and I would teach him. I worked too much for that ward, but at the end of the semester, my score was lower than that of others, while my friend, who was weaker in all the trainings, received a higher score.

Interview data showed that some of the instructors, especially the novice instructors, evaluated the student without providing the necessary opportunity for a student to learn.