AI Article Synopsis
- The study investigates nursing teachers' perceptions of teaching styles in clinical settings in Iran, revealing a gap in existing research on this topic.
- Fifteen nursing teachers were interviewed using a grounded theory approach, resulting in three main themes: multiplicity in teaching styles, the nature of clinical teaching, and control/adaptation in the educational environment.
- The findings highlight that numerous individual teaching styles are employed flexibly based on context and learner needs, suggesting that understanding these styles can enhance clinical education for nursing professionals.
Article Abstract
There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been widely studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Three main and 12 sub themes emerged from data and these could explain the nature of the teaching style in clinical education of the Mashhad Faculty of Nursing and probably others in Iran. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each educator had a personal and individualized style which was flexible according to the situation, type of the skill (course content), education environment and facilities, and level of the learner. This study can guide nurse educators to know more about teaching styles and use them appropriately in the clinical settings. Further research into the themes of this study are recommended.
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| http://dx.doi.org/10.1016/j.nepr.2009.01.016 | DOI Listing |
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