LEARNING MODEL OF HOSPITAL CLINICAL PRACTICE FROM STUDENT AND CLINICAL EDUCATOR POINT OF VIEW: A QUALITATIVE STUDY

Ni Putu Kamaryanti, Ni Luh Putu Dina Susanti, Anak Agung Ayu Yuliati Darmini

= http://dx.doi.org/10.24990/injec.v2i1.135
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Abstract


Background and Purpose: Qualified education is characterized by qualified teaching and learning in the classroom, laboratory, and clinical practice. Producing nurses who are able to provide professional nursing care for patients requires learning process in practice by using learning models. The purpose of this study was to explore the experience and expectation of students and clinical instructors on practices learning model in Ners Program of STIKES Bali.

Method: This study used qualitative design with phenomenology approach. There were 8 participants from students and clinical instructors selected by purposive sampling. Data were collected by in-depth interviews. Data was transcribed and analyzed using thematic analyses. 

Results: Findings indicated that there were five themes related to student and clinical instructor’s experience and expectation about practices learning model. The themes were supporting from institution and clinic, bed side teaching (BST), conference, lack of time of clinical instructor in supervising, and case study. BST, conference, and case study were some of learning models implemented in clinical practices. These methods will run properly if there are good supporting and optimal supervising. 

Conclusion and Recommendation: BST, conference, and case study are appropriate methods for clinical teaching. Lack of time in supervising is one of barriers found. It is essential for clinical instructors to spend sufficient time to supervise students in clinical practice. 


Keywords


experience, expectation, student, clinical instructor, practices learning model

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