2011 Volume 21 Issue 1 Pages 29-38
This study examines how clinical practice instructors at three-year nursing schools change their perspectives and methods on instruction as they obtain experiences. Four instructors participated in this study. Qualitative and inductive analysis was conducted on their verbatim records taken when they were inexperienced instructors and now when they are more experienced.
The results indicate that their perspectives on instruction have changed from instructors having to be accurate to believing that instructors must be knowledgeable and that students’ sense of accomplishment and satisfaction are important. Their instruction methods have also matured from initially being uncertain about how to teach students. They are now capable of understanding students’ feelings and learning together with students, indicating that the instructors have developed their perspectives on instruction and become capable of implementing more student-oriented instruction methods. When they were inexperienced, the instructors’ perspectives and methods on instruction were not well established, indicating that appropriate support systems for instructors are required during the early stage of their careers.
