An exploratory study of the perspectives of clinical preceptors about difficult student situations during clinical teaching of final year undergraduate nursing students
Bibliographic record
Abstract
The aim of this study was to explore the perceptions of clinical preceptors (CPs) about difficult student situations during clinical teaching and the strategies they use to deal with such situations in the clinical setting. The participants were nurses who perform the role of clinical preceptor for senior nursing students at a University Hospital. The study used a descriptive qualitative approach to collect data through focus group discussions (FGD). Transcribed FGD data were content analyzed and coded to generate categories of difficult student situations in the clinical setting. The findings show that the CPs perceptions about difficult student situations in the clinical setting fall under four major categories of slothfulness, obstinateness, attentiveness and selfishness. The CPs also identified some of the strategies they use to manage these difficult student situations. In conclusion, it seems that during clinical teaching CPs experience challenging difficult student situations some of which can be considered as incivility and have significant implications for clinical teaching or learning and patient care outcomes. There is need for further studies about difficult student situations and incivility in the clinical setting and the effect it has on clinical student teaching, learning outcomes, and patient safety.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".