Current status of guidance to students by teachers regarding patient care in clinical nursing training：Based on a survey of nurses involved in practical training

Abstract

The purpose of this study is to clarify the current situation in which teachers provide student guidance for patient care in clinical training and the difference depending on the experience of nurses as training instructors. We conducted a cross-sectional survey using self-administered questionnaires on 635 ward nurses. Among the 512 respondents (80.6%), 498 with no missing values were included in the analysis. The frequency of student guidance by teachers in patient care (“care guidance”) was calculated, and the Mann–Whitney U test was used to compare the frequency between teachers with and without experience. Among the participants, 63.9% reported that teachers had provided care guidance, which was more frequent when the nurses were busy, patients were in a stable condition, and the care was less invasive. The frequency of care guidance was significantly higher in the group with instructor experience when “it was not possible to instruct multiple students at the same time.” Alternatively, in the group without instructor experience, the frequency of care guidance was significantly higher when “there was anxiety about an instruction” or “didn't understand the situation of the students well.” We showed that nurses involved in practical training want teachers to provide care guidance according to the situation of the ward, patients’ medical condition, and their experience as a training instructor.