Abstract
This study examined challenges and corresponding measures for the succeeding year’s practicum. We reflected on items concerning the preparation by the faculties for the first Basic Nursing Practicum II and the differences among each faculty’s response to the practicum instruction system based on the assigned practicum facilities, cooperation with clinical practicum instructors, and the faculties’involvement with students.
It became clear that during the nursing clinical practicum, cooperation between faculty members and clinical practicum instructors is of utmost importance, and that faculty members “support the development of relationships among students, patients, and clinical practicum instructors” while also being “student advocates,” playing a role in establishing students’ practicum environment. In an effort to achieve this, faculty members are expected to gain communication skills and clinical practicum skills, in addition to education abilities to understand students’ acquired knowledge and skills and to stimulate their thinking capacities. We found that the clinical practicum instructors expect faculty members to understand patient information such as the patient’s condition and care content, to seek new research findings regarding these, to specifically share with the clinical practicum instructors, and to provide learning support for students who deal with patients.
