2024 Volume 6 Issue 2 Pages 19-30
[Objective] In basic nursing education, it has been reported that clinical training is the most difficult learning experience for students with developmental disabilities. Therefore, a survey was conducted to clarify the actual teaching responses of nursing faculty to students who needed special consideration during clinical training, based on their years of experience in education.
[Methods] The participants were selected by the researcher using the kinship method, taking into consideration the years of teaching experience in order to avoid bias in the areas in which the teachers specialize. The study participants were 18 nursing faculty members with six years or less of teaching experience and 16 nursing faculty members with seven years or more of teaching experience from three districts in Prefecture A. Group interviews were conducted with faculty members according to their years of teaching experience to determine the characteristics of students who needed special consideration in clinical training and how they were handled.
[Results] In response to students who needed special consideration, 6 categories were extracted from 17 subcategories, including "building relationships between students and teachers", "involvement that motivates students to learn", and "careful involvement that takes into account students' individuality" for faculty members with 6 years or less of teaching experience. Eight categories were extracted from 33 subcategories, including "Appropriate distance from students", "Involvement in consideration of other students", and "Development of younger faculty members" as the responses of faculty members with 7 or more years of teaching experience.
[Conclusion]The support for students who needed special consideration in clinical training was the same regardless of the years of teaching experience, but other faculty members with longer teaching experience were involved in considering other students and providing support for the development of younger teachers.
