Effective Teaching Behaviors of Clinical Nursing Teachers: A Qualitative Meta-Synthesis

Objectives

To identify, appraise, and synthesize the available evidence exploring the effective teaching behaviors of clinical nursing teachers.

Design

The Joanna Briggs Institute (JBI) guidelines were followed, and a meta-synthesis was conducted.

Review Methods

Following databases were searched for relevant qualitative studies published in English and reporting primary data analysis, including experiences and perceptions of nursing students: PubMed, EBSCOhost, OVID, etc. Qualitative Assessment and Review Instrument were used to pool the qualitative research findings. Through the repeated reading of the original literature, the similar findings were combined and sorted into new categories, and then summarized into different synthesized themes.

Results

A total of nine articles were included. The review process produced 29 subcategories that were aggregated into seven categories. The categories generated three synthesized findings: good teaching literacy, solid professional competence, and harmonious faculty-student relationship.

Conclusions

The effective teaching behaviors of clinical nursing teachers are the driving force for the progress and growth of nursing students. In order to improve the effectiveness of clinical nursing teaching, nursing teachers should be fully aware of effective teaching behaviors for nursing students to master nursing theories and skills.

Nursing students experienced personal inadequacy, vulnerability and transformation during their patient care encounter: A qualitative meta-synthesis

OBJECTIVES

To identify, appraise and synthesize the best available evidence exploring nursing students' experiences of professional patient care encounters in a hospital unit.

DESIGN

The Joanna Briggs Institute (JBI) guidelines were followed and a meta-synthesis was conducted.

DATA SOURCES

Qualitative research articles were considered for inclusion in the review, and JBI's meta-aggregative approach to synthesizing qualitative evidence was followed. An extensive search for relevant literature was undertaken in scientific databases.

REVIEW METHODS

Data were extracted from the included research articles, and qualitative research findings were pooled using the Qualitative Assessment and Review Instrument. This involved categorization of findings on the basis of similarity of meaning and aggregation of these categories to produce a comprehensive set of synthesized findings.

RESULTS

A total of five research articles met the inclusion criteria and were included in the review. The review process resulted in 46 subcategories that were aggregated into 13 categories. The categories generated four synthesized findings: personal existence; personal learning and development; being a professional fellow human; and clinical learning environment.

CONCLUSIONS

We meta-synthesized that: Nursing students experienced personal inadequacy, vulnerability and a transformation during their patient care encounter.