Exploring the Job-Tasks of Nursing Teachers in India: A Qualitative Study

 

Ruchi Saini¹, Sukhpal Kaur²

¹Clinical Instructor, National Institute of Nursing education, PGIMER, Chandigarh

²Lecturer, National Institute of Nursing Education, PGIMER, Chandigarh

 

ABSTRACT:

The objective of the present study was to explore various job-tasks performed by nursing teachers to accomplish their roles and responsibilities. A qualitative research design was chosen. Total 08 Focus Group Discussions (FGDs) were conducted with nursing teachers and nursing students till data saturation. Each FGD consists of five subjects and lasted for 30-35 minutes. The various themes generated during Focus Group Discussions among nursing teachers and nursing students were Classroom/ Theoretical Teaching; Clinical Teaching; Clinical Supervision; Nursing Skill Lab Teaching; Evaluation; Administration; Guidance and Counselling; Scholarly Work and Miscellaneous Work. Under the domain of evaluation, the job-tasks were categorized as classroom evaluation and clinical evaluation, while under the domain of administration, the job-tasks were categorized as academic assistance and recording and reporting. The subjects reported various job-tasks performed by nursing teachers under different domains and sub-domains. The findings of the present study provided a great insight on multi-dimensional role of nursing teachers. However, with the changing scenario and educational reforms, these roles need to be explored constantly to meet various learning needs and development requirements of nurse teacher's skills so that quality nursing education can be provided to nursing students.

 

 

INTRODUCTION:

Clinical training is important and integral component of nursing education. Nursing teachers play a significant role in developing knowledgeable and skilful nursing professionals who will deliver a safe and quality nursing care to patients, their families and to the community so that they can attain, maintain and recover optimal health^1,2. Thus, the nursing teachers need to perform different roles and responsibilities to fulfil these health demands of producing quality nursing workforce.

 

The nursing teachers exhibit different behaviours to enable students to integrate their knowledge and skills while providing nursing care to the patients. The various effective nursing teachers' behaviours reported in different studies were teaching ability, evaluation and nursing competence³. Madhavanprabhakaran GK et al⁴ reported objective evaluation, role modelling, clinical competence, communication skills and respecting student's individuality as the first five most important nursing teacher's characteristics. Parsh BK⁵ describes appropriate education, teaching skills, ability to work with others, expertise, assessment skills, love of nursing, communication skills and skills beyond the clinical setting i.e. skills to conduct research as eight traits that make great nursing instructors.

 

Though there are number of studies which explored effective nursing teacher's behaviours and characteristics which enhance the student learning, the expected job-tasks performed by them are written in the position statements of various universities, schools and colleges. There is dearth of literature which explored the actual job-tasks performed by them. The present study was thus taken up to explore various job-tasks performed by nursing teachers to accomplish their roles and responsibilities.

 

MATERIALS AND METHODS:

Setting for the study was one of the nursing educational institutes of Punjab, India. It is a private institute located in the Sahibzada Ajit Singh (SAS) Nagar, Mohali. The institute run ANM, GNM, B.Sc. Nursing (Basic), B.Sc. Nursing (Post-Basic) and M.Sc. Nursing programs. It had around 42 nursing faculty including Nursing teachers/tutors, lecturers/assistant professors, associate professors and professors. Nursing teachers were performing a significant role in teaching nursing skills to students apart from classroom instruction. The student strength was over 400. The study population included 20 nursing teachers and 20 nursing students. The nursing teachers and nursing students who met the inclusion criteria were selected purposively for the study. The inclusion criteria for nursing teachers was the available nursing teachers/tutors at the time of data collection; who were working for more than one year in the study setting and were directly involved in clinical and classroom instruction. Final year nursing students of in B.Sc. Nursing (4 year program) and who were more vocal were included in the study.

 

Permission to conduct study was obtained from the principal of the nursing educational institute. Ethical clearance was obtained from the Institutional Ethics Committee of the institute. An informed written consent was taken from each study subject. Following the discussion with the Principal, arrangements were made to gather subjects in a separate room. An utmost care was taken not to disturb the routine schedule of the institute. The study subjects were made to sit comfortably. A calm environment was maintained during the FGDs.

 

Total 08 FGDs (four FGDs with nursing teachers/tutors and four FGDs with nursing students who were under direct clinical supervision of nursing teachers/tutors) were conducted. Each FGD consisted of five subjects. Tool consisted of 'Focus Group Discussion Guide' which had unstructured open-ended questions such as: 'What are job-related roles and responsibilities performed by nursing teachers?' More probing questions were asked to explore on various themes emerged during the discussion. FGDs were conducted till data saturation occurred. Total 08 FGDs with duration of 30-35 minutes for each FGD were conducted. The verbatim record of the discussion was done by investigator's colleague as the permission to audio-record the discussion was not given by the subjects. The verbatim thus recorded was edited immediately after each FGD. The themes generated and inferences drawn from the FGDs were again given to the subjects for content validation.

 

RESULTS:

The verbatim of Focus Group Discussions were subject to content analysis. Various themes and sub-themes emerged during Focus Group Discussion (FGDs) with nursing teachers and nursing students are depicted in the tables following the description.

 

Themes and sub-themes generated in Focus Group Discussions (FGDs) with Nursing teachers:

Table 1 describes the common themes and sub-themes generated during Focus Group Discussions (FGDs) with nursing teachers. The various domains regarding jobs of nursing teachers emerged were: Classroom/ Theoretical Teaching; Clinical Teaching; Clinical Supervision; Nursing Skill lab Teaching; Evaluation; Administration; Scholarly Work and Miscellaneous Work.

 

The nursing teachers responded that they take classes using educational AV aids; prepares lecture notes, power-point presentations or transparencies as per the availability of LCD projector. These responses were categorized under the domain of classroom/theoretical teaching.

 

In the clinical area, the nursing teachers responded that they prepare rotation plan for the clinical placement of students, orient the students to the clinical area, assign them patients, demonstrate nursing care procedures and take return demonstrations from them, sign their log books and teach them writing of clinical assignments such as nursing care plans, health talks etc. The nursing teachers further narrated that they remain with the students all the time during clinical areas and supervise them while they are providing nursing care to patients while ensuring comfort and safety of the patients. They said that they conduct ward and bedside rounds, discuss problems of the students and take necessary actions to rectify them. In the lab, the nursing teachers reported that they demonstrate nursing care procedures to the students, give them time to practice procedures and sign their log books.

 

The Nursing teachers further said that they evaluate nursing students in two ways: classroom evaluation and clinical evaluation. In the classroom, they conduct theory examination for the students, check the test papers and participate in university theory examinations as and when asked to do so.  In the clinical area, they evaluate student's clinical assignments such as nursing care plans, health talks and clinical presentations; check their practical files and conducts practical exams for students in lab.

 

The nursing teachers also reported that they participate in administrative activities of the college such as recording and reporting and academic assistance. Under the sub-domain of academic assistance, they said that they are performing activities such as writing permission letters for clinical placement of students and meeting concerned authorities. They also reported their participation in maintaining lab inventory and assistance in inspection of the college. Under the sub-domain of recording and reporting, they said that they used to maintain various records of the students such as health records, cumulative records, admission records, internal assessment records and attendance records. They responded that they are responsible for reporting student's progress and problems related to clinical area with the principal.

 

Under the domain of scholarly work, the nursing teachers reported that they organize or participate in various professional activities such as workshops and seminars etc. and guide nursing students in conducting their research projects. Further, they said that they participate or coordinate with other staff for curricular or extra-curricular activities of the college and attend faculty meetings as and when required.

 

Themes and sub-themes generated in Focus Group Discussions (FGDs) with Nursing Students:

Table 2 describes the common themes and sub-themes generated during Focus Group Discussions (FGDs) with nursing students. The various domains of jobs of nursing teachers emerged were: Classroom/ Theoretical Teaching; Clinical Teaching; Nursing Skill lab Teaching; Evaluation; Guidance and Counselling; Administration; Scholarly Work and Miscellaneous Work.

 

Under the domain of 'Classroom/theoretical teaching', the nursing students said that their nursing teachers take their classes and distribute them lecture notes and ppts. They further verbalized that they help them in revising the syllabus and clarify their doubts regarding the theory.

 

In the clinical area, the nursing students responded that the nursing teachers provide them a copy of rotation plan for clinical placement. They assign them patients to provide holistic nursing care, conduct ward and bedside rounds and take return demonstrations from them. In the nursing skill lab also, they instruct students to perform nursing care procedures. They supervise them while they are practicing the nursing procedures and clarify doubts/concern of students related to the procedures. They further reported that they sign their log books in the clinical area and also in the nursing skill lab.

 

Under the domain of 'evaluation', the nursing students said that their nursing teachers take and evaluate their classroom tests, give them topics to prepare classroom assignments and evaluate their assignments. In the clinical areas, the nursing students informed that the nursing teachers evaluate their nursing care plans, assign topics for health talks and case presentations and evaluate the presentations. They also take their practical exam sometimes in the hospital and sometimes in the lab.

 

 

 

Table 1: Themes and sub-themes generated during Focus Group Discussions (FGDs) with Nursing teachers

Themes	Sub-themes	Verbatim Record	Meaning
Classroom/Theoretical Teaching	Prepares lecture notes; prepares educational aids for the class; takes classes	Verbatim 1: 'Hume jo bhi subject diya jata ha uski classes lete hain.' Verbatim 2: Hume jo class leni hoti hain, uske notes banate hain. Fir ppt banate hain.	The Nursing teachers said that they are taking classes of whatever subject is given to us. They prepare notes for the class and make power-point presentations.
Clinical Teaching	Prepares rotation plan of the students for clinical placement; orients students to the clinical areas; assigns patients to the students; demonstrates nursing care procedures to students; takes return demonstrations of nursing procedures from nursing students; signs log books; teaches students how to write clinical assignments such as nursing care plans; Assigns topics for health talk to the students.	Verbatim 3: Student's ki clinical posting ke liye rotation plan banate hain. Fir unka duty roaster banate hain. Verbatim 4: Students ko clinical area mein orientation dete hain, unko patients assign karte hain, demonstrations dete hain and return demonstrations lete hain. Unki log books sign karte hain. Verbatim 5: 'Students ko clinical areas mein procedures ki demonstrations dete hain aur unse return demonstrations bhi lete hain'. Verbatim 6: Clinical mein unko Nursing care plan banana sikhate hain, Health talk ke topics dete hain, Presentations lete hain.	The Nursing teachers said that they are making clinical rotations plan for clinical placement of students. Then, they prepare their duty roaster.   They said that they are orienting students to the clinical area, assigns patients to them, give demonstrations of procedures and take return-demonstrations from the students and sign their log books.   They further added that they teach students how to write nursing care plan in clinical area, assigns health talk topics and take presentations.
Clinical Supervision	Available all the time in the clinical area; Provides supportive supervision to students; Supervises students during nursing care provided by them; ensures comfort and safety of the patient; conducts wards and bedside rounds; discusses problems of the students and takes necessary measures to rectify them.	Verbatim 7: 'Hum clinical areas mein students ko dekte hain ki vo theek se kaam kar rahe hain ya nahin. Patient ko need ke according care de rahe hain?'   Verbatim 8: Clinicals mein students ke sath rehna parta ha, dekhna padta hai ki vo patients ko nuksan na pahunchaye.   Verbatim 9: Clinicals mein har area ka round karte hain, check karte hain ki students kyea kar rahe hain; patient's round lete hain. Patient ke bare mein puchte hain. Student ne kyea procedure plan kiya hai.   Verbatim 10: Kisi student ki agar koi problem ha clinical area ko leker to usko solve karte hain. Agar clinical mein bhi koi problem ho jaye kisi sister ke sath, to usko bhi solve karte hain.	The Nursing teachers reported that in the clinical areas, they supervise students that they are doing work properly and provide need-based care to patients. They informed that they have to remain with the students all the time during clinical posting and ensure that they are not causing harm to patients.   They also said that they take rounds in each clinical area, check what students are doing, take patient's rounds, ask them to tell about their patients and the procedures they have planned for them.   The nursing teachers further reported that if there is any problem of the student related to clinical area, they solve them. Also, if any problem happened in the clinical area with any sister, they solve it.
Teaching in Nursing Skill Lab	Demonstrates nursing care procedures to the students; Provides time to students to practice nursing care procedures; Signs log book of students.	Verbatim 11: Nursing Foundations lab mein bhi students ko leke jate hain, unko demonstrations dete hain, students ko practice karne ke liye kehte hain.   Verbatim 12: Lab mein students' ki log book sign karte hain.	The Nursing teachers reported that they also take students to nursing foundations lab, give them demonstration and provide them time to practice.  They said that they sign log books of students in lab.
Evaluation	Classroom Evaluation: Conducts theory examination for the students; evaluates student's theory tests; participates in university examination. Clinical Evaluation: Evaluates student's clinical assignments such as nursing care plans, health talks and clinical presentations; Checks practical files of students; Conducts practical exam for students in lab.	Verbatim 13: Students ke tests lete hain, unke paper check karte hain. Internal assessment banate hain. Verbatim 14: University ke exams hote hain, to usme bhi hume supervision ke liye bola jat hai. Verbatim 15: Students ke Nursing Care Plans check karte hain, Health talks or presentations bhi check karte hain. Verbatim 16: Lab mein students' ki practical files check karte hain. Verbatim 17: kai bar, lab mein students ka practical bhi lete hain.	The Nursing teachers further said that they conduct tests for the students, evaluates their test papers and make their internal assessment. They also said that they are told to supervise students during university examinations. They said that they check Nursing Care Plans of students, also check their Health talks and presentations. They informed that they check practical files of the students in lab.  They responded that sometimes they conduct practical exam of students in the lab also.
Administration	Academic Assistance: Writes permission letters for clinical placement of students and meets the concerned authorities; Assists in inspection of the college; maintains lab inventory. Recording and Reporting: Maintains student's attendance records, health records, cumulative records, admission records, internal assessment records and attendance records; Submits report of student's progress to the Principal; Reports problems of the clinical area to the principal.	Verbatim 18: Permission letter likhte hain. Hospital mein de kea ate hain. Transport ka arrangement karte hain. Verbatim 19: Inspection ke time lab ko maintain karte hain, clean karwate hain, inventory complete karte hain. Verbatim 20: Students ke health records, cumulative records, admission records maintain karte hain. Internal assessment banate hain. Monthly attendance submit karte hain. Principal mam ke sath meeting hoti ha to mam students ki attendance ke bare mein puchte hain. Verbatim 21: Clinicals mein students ki attendance bhi lete hain. Verbatim 22: Agar clinical mein bhi koi problem ho jaye kisi sister ke sath, to usko bhi solve karte hain or uske bare mein pricnicpal mam ko report karte hain.	The Nursing teachers said that they write permission letter, hand over to the concerned authorities in the hospital and make bus arrangements. They verbalized that during the time of inspections, they maintain lab, clean it and complete the inventory. The Nursing teachers responded that they maintain student's health records, cumulative records and admission records. They said that they prepare internal assessment, submit monthly attendance. They informed that principal asks about student's attendance during meetings. They also said that they take student's attendance in the clinical area. They also informed that, if any problem occurred in the clinical area with any sister, then they solve it and also report about it to the principal.
Scholarly Work	Continuing Nursing Education: Organizes/Participates in professional activities such as workshops and seminars etc. Research: Guides students in their research projects.	Verbatim 23: College mein agar koi seminar ya workshop ho to usme bhi participate karte hain. Verbatim 24:B.Sc students ko research mein help karte hain.	The nursing teachers said that they participate in any seminar or workshop organized at college. They said that they help B.Sc. students in research.
Miscellaneous Work	Participates in faculty meetings of the college; Participates/ Coordinates with other staff for curricular/extra-curricular activities of the college.	Verbatim 25: Principal mam ke sath meeting hoti ha to mam students ki attendance ke bare mein puchte hain. Verbatim 26,: College mein koi festival celeberate ho raha ho, ya koi day celebrate ho raha ho, hume committee ke members banaya jata ha or fir hum committe ka kam karte hain.	The nursing teachers informed that principal asks about student's attendance during meetings.  They responded that whenever there is celebration of any festival in the college or any day celebration, we become the committee members and then we work for the assigned committee.

 

 

 

Table 2: Themes and sub-themes generated during Focus Group Discussions (FGDs) with Nursing Students

Themes	Sub-themes	Verbatim Record	Meaning
Classroom/Theoretical Teaching	Takes classes; Distributes lecture notes to students; Helps students in revising the syllabus; Clarify doubts of the students regarding theory	Verbatim 1: Mam, humari classess lete hain, hume notes dete hain. Verbatim 2: Mam hume lecture ki ppts de dete hain, vo revision karwate hain, humare doubts clear kar dete hain.	The nursing students said that their Nursing teachers take our classes, give us notes. They further verbalized that they provide us lecture ppts, help in revision and clarify our doubts.
Clinical Teaching	Provide a copy of rotation plan to students during their clinical placement; Assigns patients to the students; Conducts bedside rounds; Takes return demonstrations from students; Signs log books of the students.	Verbatim 3: Hume humari rotation plan batate hain, patients assign karte hain or rounds karte hain. Verbatim 4: Teachers humari return demonstrations dekhte hain or log book sign karte hain.	Nursing Students said that their nursing teachers tell us our rotation plan, assign patients to us and conducts bedside rounds. They further added that they take our return demonstrations and sign log books.
Teaching in Nursing Skill Lab	Instructs students to perform nursing care procedures; Supervises students while performing nursing care procedures in lab; Clarify doubts/concerns of students related to nursing care procedures; Signs log book of students.	Verbatim 5: Lab mein mam hume nursing procedures karwate hain. Hum procedures karte hain or mam dekhti hain. Humare doubts bhi clear hote hain. Log books bhi sign ho jati hain.	The nursing students said that in the lab, nursing teachers tell us to do nursing procedures. We perform procedures and they supervise us. They further added that our doubts get cleared and our log books are signed.
Evaluation	Classroom Evaluation: Conducts and evaluates classroom tests of the students; Assigns and Evaluates classroom assignments of the students.	Verbatim 6: Teachers humare tests lete hain, check karke unhe vapis karte hain. Verbatim 7: Mam hume class assignments banana ko dete hain. Humare assignments check bhi karte hain. Usme marks dete hain.	Nursing students said that the nursing teachers conduct our tests and return us after checking. The nursing students further informed that the nursing teachers tell us to prepare class assignments. They check our assignments and give marks.
	Clinical Evaluation: Evaluates student's clinical assignments such as nursing care plans; health talks and case presentations; Conducts practical exam for students in clinical or in lab.	Verbatim 8: Hum nursing care plans mam ko submit karte hain or mam check karke deti hain. Verbatim 9: Mam, health talk ke topics dete hain. Case presentation ke topics dete hain. Hum health talk or case presentation mam ko bana ke dete hain or mam check karke deti hain. Fir humari presentation hoti ha. Verbatim 10: Humara practical exam bhi lete hain.	The nursing students said that we submit nursing care plans to nursing teachers and they return back after checking them. They further verbalized that they distribute health talk topics and case presentation topics.  We submit health talk and case presentation to them and teachers return them back after checking. Then our presentation is taken. They also take our practical exams.
Guidance and Counselling	Discusses and Counsels students regarding their problems.	Verbatim 11: Kai bar hum apni personal problems bhi unke sath discuss karte hain.	The nursing students said that sometimes we discuss our personal problems with them.
Administration	Records: Maintains attendance record of the students;	Verbatim 12: Clinicals mein mam humari attendance lete hain.	The nursing students said that their nursing teachers take their attendance in clinical.
Scholarly Work	Research: Guides students in conduction of research.	Verbatim 13: Research mein bhi mam humari help karti hain jaise ki tool banana, tool validate karwana or analysis etc.	The nursing students said that the nursing teachers help us in research also such as in developing tool, validating the tool and analysis etc.
Miscellaneous Work	Participate in extra-curricular activities of the college.	Verbatim 14: Teachers college ke function mein bhi humare sath hoti hain.	The nursing students said that the nursing teachers also remain with us during college functions.

 

The nursing students reported that sometimes, they discuss their personal problems with their teachers. The teachers guide them in solving these problems. They further verbalized that their teachers help them in conducting research by providing guidance in developing and validating tool and analysis. They said that the teachers also maintain the attendance records and participates/ coordinates with them in various extra-curricular activities. In conclusion, the common themes emerged during Focus Group Discussions with nursing teachers and nursing students were Classroom/ Theoretical Teaching; Clinical Teaching; Clinical Supervision; Nursing Skill Lab Teaching; Evaluation; Administration; Guidance and Counselling;  Scholarly Work and Miscellaneous Work. Under the domain of evaluation, the job-tasks were categorized as classroom evaluation and clinical evaluation, while under the domain of administration, the job-tasks were categorized as academic assistance and recording and reporting. The various job-tasks under different domains and sub-domains are enumerated in Table 3.

 

DISCUSSION:

Teaching in nursing is very complex and challenging. It involves classroom teaching and clinical teaching. The nursing teachers mainly shoulder the responsibilities to teach clinical competencies to students. Apart from this, they perform variety of roles and responsibilities to meet the basic objective of preparing well-trained and knowledgeable nurses to meet health demands of the public. Thus, the present study was conducted to explore job-tasks performed by them to fulfil their role as nursing teacher.

 

The present study was conducted in one of the private nursing educational institutes of Punjab, India. Total 08 FGDs (four FGDs with nursing teachers and four FGDs with nursing students who were under direct clinical supervision of nursing teachers) were conducted.

 

The common themes emerged during Focus Group Discussions with nursing teachers and nursing students were Classroom/Theoretical Teaching; Clinical Teaching; Clinical Supervision; Nursing Skill Lab Teaching; Evaluation; Administration; Guidance and Counselling;  Scholarly Work and Miscellaneous Work. Under the domain of 'evaluation', the job-tasks were categorized as 'classroom evaluation' and 'clinical evaluation', while under the domain of 'aministration'; the job-tasks were categorized as 'academic assistance' and 'recording and reporting'. NCSBN⁶ document on 'Nursing Faculty Qualifications and Roles' describes three categories (Director of student learning, collaborator and Role Model) which incorporate various categories of roles that the nursing faculty is currently performing. The category of 'Director of student learning' includes roles such as clinical teaching, simulation and lab teaching, classroom teaching, curriculum development and student evaluation. Various roles described under 'Role Model' category were depicting professional and ethical attitude and involvement in leadership, research and scholarly work. However, as a 'Collaborator' there role is involvement in shared-decision making, joint efforts and team work. The position statement of Clinical facilitator of Charles Darwin University, Northern Territory⁷ categorized roles of clinical facilitator in three areas of responsibility for students: preparation for clinical experience; the clinical learning experience and evaluation of learning experience. Also, the position statement of Duke School of Nursing, U.S.⁸ describes that clinical instructor performs clinical supervision, clinical teaching and clinical evaluation.

 

The present study further explored various job-tasks performed by nursing teachers under various domains. Under the domain of 'Classroom/Theoretical Teaching', the nursing teachers take classes using educational AV aids; prepare and distribute lecture notes to students and clarify their doubts and concerns. In the 'clinical teaching' and 'clinical supervision' domain, the nursing teachers prepare and provide copy of rotation plan for the clinical placement to students, orient the students to the clinical area, assign them patients, demonstrate nursing care procedures and take return demonstrations from them. They sign their log books and teach them writing of clinical assignments such as nursing care plans, health talks etc. The nursing teachers provide supportive supervision while ensuring comfort and safety of the patients which is consistent with the Brown, Forrest and Pullock⁹ study which reported that trained nurses working in mental health and learning difficulties areas favoured a supportive, supervisory role for the nurse teacher that emphasized the learning process and encouraged reflection. Further, in the present study, it was found out that the nursing teachers conduct ward and bedside rounds and discuss problems of the students and take necessary actions to rectify them. In the lab, the nursing teachers demonstrate nursing care procedures to the students, give them time to practice procedures and sign their log books.

 

The nursing teachers also reported that they participate in 'administrative' activities of the college such as writing permission letters for clinical placement of students; meeting concerned authorities; maintaining lab inventory; assisting in inspection of the college; maintaining various records of the students and reporting student's progress and problems related to clinical area to the principal. The nursing teachers participate or coordinate with other staff for curricular or extra-curricular activities of the college; attend faculty meetings and guide nursing students in conducting their research projects.

Table 3: Job-tasks of nursing teachers

Domains	Job-Tasks
Classroom/Theoretical Teaching	Takes classes; prepares lecture notes; prepares educational aids for the class; distributes lecture notes to the students; helps students in revising the syllabus; clarify doubts of the students regarding theory.
Clinical Teaching	Prepares rotation plan of the students for clinical placement; provides copy of rotation plan to students; orients students to the clinical areas; assigns patients to the students; conducts bedside rounds; demonstrates nursing care procedures to students; takes return demonstrations of nursing procedures from nursing students; signs log books; teaches students how to write clinical assignments such as nursing care plans; distributes topics for health talk to the students.
Clinical Supervision	Available all the time in the clinical area; Provides supportive supervision to students; Supervises students during nursing care provided by them; ensures comfort and safety of the patient; conducts wards and bedside rounds; discusses problems of the students and takes necessary measures to rectify them.
Nursing Skill Lab Teaching	Demonstrates nursing care procedures to the students; Instructs and provides time to students to practice nursing care procedures; supervise students while they are performing nursing care procedures in the lab; clarify doubts/concerns of students related to nursing care procedures and signs log book of students in lab and in clinical area.
Evaluation	Classroom Evaluation: Conducts theory examination for the students; evaluates student's theory tests; assigns and evaluates classroom assignments of the students; participates in university examination. Clinical Evaluation: Evaluates student's clinical assignments such as nursing care plans, health talks and clinical presentations; Checks practical files of students; Conducts practical exams for students in lab.
Administration	Academic Assistance: Writes permission letters for clinical placement of students and meets concerned authorities; Assists in inspection of the college; maintains lab inventory. Recording and Reporting: Maintains student's attendance records; Maintains records of the students such as health records, cumulative records, admission records, internal assessment records and attendance records; Submits report of student's progress to the Principal; Reports problems of the clinical area to the principal.
Guidance and Counselling	Discusses and Counsels students regarding their problems.
Scholarly Work	Continuing Nursing Education: Organizes/Participates in professional activities such as workshops and seminars etc. Research: Guides students in their research projects.
Miscellaneous Work	Participates in faculty meetings of the college; Participates/ Coordinates with other staff for curricular/extra-curricular activities of the college.

 

KP Neerja¹⁰ also describes the various tasks performed by nursing teachers under various domains such as performing a significant role in clinical instruction, demonstration of nursing skills and procedures, evaluating and assessing student's competencies, participating and coordinating in curricular and extra-curricular activities and provides guidance and counseling to the students.

 

There is a dearth of literature and data on the subject under study, thus the present study is an attempt towards exploring the multi-dimensional role of nursing teachers. But with the changing scenario and educational reforms, the components of nurse teacher's tasks keep on changing. Thus, there is a constant need to explore changing roles of nursing teachers to provide concrete evidence concerning the various learning needs and development requirements of nurse teacher's skills. This will help to provide quality nursing education.

 

CONFLICT OF INTEREST:

None

 

REFERENCES:

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2.     Ali WG. Caring and effective teaching behaviour of Nursing teachers in clinical area as perceived by their students. Journal of Education and Practice. 2012; 3(7):15-27

3.     Ismail LMN, Aboushady RMN, Eswi A. Clinical instructor's behaviour: Nursing student's perception toward effective clinical instructor's characteristics. Journal of Nursing Education and Practice. 2016;6(2):96-105

4.     Madhavanprabhakaran GK, Shukri RK, Hayudini J, Narayanan SK. Undergraduate nursing student's perception of effective clinical instructor: Oman. International Journal of Nursing Science. 2013; 3(2):38-44

5.     Parsh BK. 8 traits make great nursing instructors. Nursing Management. March 2010:46-47. Available at url: http://www.nursingcenter.com/journalarticle?Article_ID=959745. Accessed on 04.08.2017

6.     NCSBN: Nursing Faculty Qualifications and Roles. Available at url: www.ncsbn.org/National Council of State Boards of Nursing, Inc.

7.     The position statement of Clinical facilitator of Charles Darwin University, Northern Territory

8.     Duke University School of Nursing, US. Position Statement. Available at url: www.nursing.duke.edu/about/employment/clinical-instructor. Accessed on 04.08.2017

9.     Brown, Forrest, Pollock. The ideal role of nurse teacher in the clinical area: a comparison of the perspectives of mental health, learning difficulties and general nurses. Journal of Psychiatric and Mental health Nursing. Feb 1998; 5(1):11-19

10.   Neerja KP. Textbook of Nursing Education; Jaypee Publishers, New Delhi

 

 

 

 

 

 

Received on 30.08.2017           Modified on 16.09.2017

Accepted on 29.10.2017         © A&V Publications all right reserved