Academic journal article Contemporary Nurse : a Journal for the Australian Nursing Profession

Determination of Nursing Students' Expectations for Faculty Members and the Perceived Stressors during Their Education

Academic journal article Contemporary Nurse : a Journal for the Australian Nursing Profession

Determination of Nursing Students' Expectations for Faculty Members and the Perceived Stressors during Their Education

Article excerpt

Introduction

Nursing education is a process based on theoretical and practical learning, which requires knowledge, skills and interpretation (Cilingir, Gursoy, Hintistan, & Ozturk, 2011; Elcigil & Yildirim Sari, 2007; Midgley, 2006). The theoretical knowledge and skills learned in the classroom are transferred to practice in the clinical environment where students find an opportunity to practise the concepts and apply their new knowledge and skills (Löfmark & Wikblad, 2001; Nolan, 1998; Papp, Markanken, & Von Bonsdorff, 2003).

In Turkey, after the basic12-year education, students get a bachelor 's degree with four years of nursing education. The nursing education programme includes 4600 hours of theoretical and clinical education. The duration of theoretical education should be at least one-third of the total education period, while the duration of clinical education should be half of the total education period (The Council of Higher Education, 2008). Clinical education is carried out by the faculty members of nursing schools, either after the completion of the student's theoretical education or in conjunction with it. The faculty members of nursing schools accompany the students one-on-one during their contact with patients. The students also work in cooperation with the clinical nurse, taking on most or all of the responsibility for the care of their assigned patients (Elcigil & Yildirim Sari, 2007).

There are five elements which affect the education process, namely 'the student', 'learning', 'the material', 'the educator' and 'the learning environment'. It is reported that the educator and the learning environment do not directly affect learning, but impact learning through their effect on the other factors. For example, the educator may facilitate learning by aiding the student in being ready to learn, by rendering the material easier to learn, and by using the proper learning strategy. The responsibilities of the student are the factors which directly affect learning. Apart from the biological, physical, social and psychological aspects, the expectations of the students and their perceived stressors affect their learning and the educational course (Erden & Akman, 2009; Seven & Engin, 2008; Topcu & Uzundumlu, 2012).

Learning to take care of patients necessarily happens in the relation between students and the persons receiving care, in which the former apply and transform theoretical knowledge learned in the classroom into practical care actions, with faculty support. Faculty activities are therefore an important element of the process as, by being integrated into clinical units together with the students, teachers provide the basis and support needed for the development of future nursing professionals through their personal and up-to-date knowledge (Bettancourt, Muñoz, Merighi, & Santos, 2011). In this context, the educator is responsible for the student as their consultant, advising the student when needed and evaluating the student's activities (Chow & Suen, 2001). The characteristics of a positive educator include excellent nursing knowledge and skills, leadership, good communication skills, trustworthiness and frankness, availability and tolerance, timeliness of feedback and consultantship (Chan, 2002; Cilingir et al., 2011; Elcigil & Yildirim Sari, 2007; Kim, 2007; Shipton, 2002;Yanikkerem, Aycan, Kitapçioglu, Korkmaz, & Çalik, 2006).

Background

The study of Lee, Cholowski, and Williams (2002) showed that an effective clinical educator possessed the ability to develop positive interpersonal relations, give objective assessments, have good nursing and teaching skills and have a good character.

The knowledge and professional competence of the educator and their attitude towards the student can positively affect the development of the student's professional identity (Chan, 2002; Cilingir et al., 2011; Elcigil &Yildirim Sari, 2007; Kim, 2007; Shipton, 2002;Yanikkerem et al. …

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