Teachers' understanding of facilitation styles with student nurses.
The notion of reflective, problem-based and experiential learning has become a significant phenomenon within nurse education. This paper will explore the general philosophies that seem to influence the interactional competences employed by 20 nurse teachers teaching pre-registration student nurses human skills. A qualitative approach was adopted using the in-depth interview for data collection. The intention was to emphasise the four types of teacher that emerged from the data, ranging from type 1, who displayed a striking negative attitude towards interpersonal skills work, to type 4, who was creative and enthusiastic. The major characteristics in the different types will be outlined in this paper. For the purpose of discussion, factors that influence the learning climate will be addressed and the implications for nurse education and study limitations will be considered.
Gilmartin
J
J
School of Healthcare Studies, Division of Applied Health Studies, Baines Wing, University of Leeds, P.O. Box 214, Leeds LS2 9UT, UK. j.gilmartin@leeds.ac.uk
D000328:Adult; D001291:Attitude of Health Personnel; D003142:Communication; D003405:Creativity; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004739:England; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010551:Personality; D010687:Philosophy, Nursing; D011361:Professional Competence / Q000592:standards; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*