Abstract
The aims of this research were to analyze published papers relating to nursing teachers and clinical instructors responsible for clinical practicums, and from the results clarify research trends and issues in this area. Original papers containing the keywords 'clinical practicum' (rinchijisshu), 'nursing teacher' (kangogakukyoin), and 'clinical instructor' (jisshushidosha) were identified in a literature search of Ichushi Web. A summary of the literature review was created and examined for aspects including research type, design, methods, and contents. In total 54 papers were reviewed. Among them, in terms of research type, 50% were based on quantitative research and, in terms of research design, 47.5% used factor analysis. The highest percentage of research, 41.9%, investigated clinical instructors, and 35.2% of the researchers belonged to colleges of nursing. Based on the content analysis results, the studies were classified into five categories:【 studies on cooperation between nursing teachers and clinical instructors】;【studies on the sense of reward and difficulties in clinical practicum guidance】;【 studies on effective guidance in clinical practicums】;【 studies on evaluation of clinical practicums】;【 and studies on improving the quality of clinical instructors】. Future topics for research were summarized in the following six areas: 1) research on the roles perceived by nursing teachers and by clinical instructors; 2) clarification of different roles, expertise, and perspectives for nursing teachers and clinical instructors; 3) desirable ways for nursing teachers and clinical instructors to cooperate; 4) factors for improving self-efficacy in leadership and teaching activities; 5) accumulation and analysis of students' evaluation of clinical practicum sessions; and 6) analysis of the effectiveness of clinical instructors' seminars.
