Twenty-eighth International Conference on Learning

Abstract

Clinical education is known as a central part of professional training which combines knowledge, skill, attitudes, values, and professional philosophies. Clinical instructor aims to develop clinical experience and strengthen educational system. In operation room, clinical instructor roles are more different and sophisticated in comparison to other clinical department because of an interactive, dynamic, and challenging atmosphere as well as teamwork, specific physical space, and less instructor control over student practice. To determine the characteristics of clinical instructor in operating room, the current study was conducted. This was a qualitative content analysis study conducted from 2015 to 2017. Participants were stakeholders of clinical education in operating room from medical universities of Khorasan Razavi. To collect data, sampling based on purpose was performed by semi-structure interview. Of note, obtained data from participants was analyzed by MAXQDA 2007 software with continuous comparative method. From data analysis, it was reported three themes including effective instructor with 12, neutral instructor with 7, and ineffective instructor with 11 categories as well as a general theme named as a nuclear role instructor. The most important roles of clinical instructor are finding a right place, students’ acceptance into the surgical team, providing learning opportunities in order to gain technical skills and clinical competence. Therefore, to develop quality in clinical education, it is strongly recommended that clinical instructor have some vital characteristics in operating room including clinical experience, continuous active presence, communication skills, authority, acceptance, and popularity.

Presenters

Hossein Karimi Moonaghi
Professor, Nursing and Midwifery Care Research Center, Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Iran

Roghayeh Zardosht