2001 Volume 10 Issue 1 Pages 1-14
The purpose of this study was to conceptualize faculty's behaviors relating to goal attainment on interaction with student in nursing clinical practicum. The study used Methodology for Conceptualization of Nursing. Data were collected through participant observation without intervention and were analyzed using the method of constant comparative analysis. As a result, 8 explanatory concepts emerged. These concepts were as follows, 1) promoting nursing student to understand of nursing, methods of problem solving and learning skills by using teaching resources and skills, 2) Evaluating level of goal attainment and returning student feedback, 3) Preventing various problems and supporting student solving them, 4) Using teaching skills freely to promote student's planning of clinical practicum and modifying teaching plan according to the clinical situation, 5) Accepting and sympathizing with student's feeling, 6) Seeking an appropriate time and a place to teach students individually, 7) Asking nurses' supports as necessary and getting them with concern in the clinical setting, 8) Incorporating self-evaluation of teaching into revising own teaching. The whole view of these concepts suggested that faculty implemented common teaching activities on interaction between nurisng student and patient, and showed unique behaviors explained by the following three concepts, evaluating level of goal attainment and returning student feedback, accepting and sympathizing with student's feeling, seeking an appropriate time and place to teach students individually on interaction with student in clinical setting.
