Abstract
The purpose of this study was to identify the essential teaching activities of nursing faculty for goal attainment in nursing clinical practicum and to discuss their features. A metasynthesis was used as research methodology to synthesize three qualitative studies which conceptualized a faculty's teaching behaviors in clinical settings. As a result of metasynthesis, 13 teaching activities were identified as essential teaching activities of a nursing faculty in clinical practicum. These activities were as follows; 1) systemizing and using teaching skills, 2) preventing patient from harmful effects for quality of nursing care and promoting students' learning activity, 3) maintaining and changing teaching plans according to various information, 4) protecting students from possible danger, 5) accepting the stagnation of students' learning activities and overcoming it by understanding students' physical condition, 6) explaining and integrating nursing phenomena with nursing theories and principles by going back and forth between abstract and concrete, 7) coordinating the learning environment in clinical settings, 8) evaluating the level of goal-attainment and informing students, 9) seeking an appropriate time and place for teaching students individually, 10) accepting and sympathizing students' emotional experiences, 11) accepting and overlooking ineffective teaching results on students, 12) helping students to share and complement among themselves by selecting important nursing phenomena and restructuring them, and 13) asking for supports and obtaining them from nurses with concern to the clinical situation. As a result of discussion on 13 teaching activities, following essential teaching activities were implied, such as, [seeing through essence of nursing in multiple nursing phenomena and relating them to theoretical and empirical knowledge], [understanding students' immaturity and the stressful influence of clinical practicum on their minds and bodies], [exercising matured sociality], [keeping clinical competence and a view of ethics], [collecting and systemizing various information and deciding teaching priority adequately based on information].
