The student perspective on the clinical instructor role
Implications for nursing education
DOI:
https://doi.org/10.56162/transdigital545Keywords:
higher education, nursing education, experiential learning, teacher training, educational evaluationAbstract
This essay examined the role of the clinical educator in nursing education as a mediator between theoretical knowledge and professional practice. Based on conceptual frameworks of experiential learning, social modeling, and reflective practice, it was argued that clinical teaching constitutes a situated learning space where technical, ethical, and emotional dimensions converge. Four essential conditions for formative clinical teaching are analyzed: ethical-technical modeling oriented toward patient safety; timely and specific feedback as a driver of self-regulation; psychological safety as the basis for collaborative learning; and fair assessment linked to the articulation of theory and practice. Drawing on recent evidence in higher health education, guidelines were proposed to strengthen clinical teacher training and improve the quality of learning experiences in Latin American hospital and community settings.
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Copyright (c) 2025 Socorro Karina Luján Flores, Cristina Ivonne Huidobro García, Paola Eduvina Grajeda Arguijo, Teresa Castro Mata
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