Poster Presentation
Wednesday, 19 July 2006
9:30 AM - 10:00 AM
Wednesday, 19 July 2006
2:30 PM - 3:00 PM
This presentation is part of : Poster Presentations I
Literature Review and Analysis on Interrelationships Among Clinical Teachers, Students, and Nurses: Key Issues and Broader Implications for Recruitment and Retention
Yolanda B. Babenko-Mould, RN, Faculty of Health Sciences, The University of Western Ontario, London, ON, Canada, Carroll L. Iwasiw, RN, MScN, EdD, Faculty of Health Sciences, School of Nursing, University of Western Ontario, London, ON, Canada, Mary-Anne Andrusyszyn, RN, MScN, EdD, Faculty of Health Sciences, School of Nursing, The University of Western Ontario, London, ON, Canada, Heather K. S. Laschinger, RN, PhD, School of Nursing, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada, and Wayne Weston, MD, CCFP, FCFP, Director of Undergraduate Education, Department of Family Medicine, Consultant to Dean on Faculty Development, The University of Western Ontario, London, ON, Canada.
Learning Objective #1: gain an understanding of what broad environmental and personal motivational issues underlie effectiveness of nurse-teacher-student relationships in clinical setting.
Learning Objective #2: increase awareness of why clinical faculty shortage needs to be at forefront of discussions amongst administrators to develop models of magnet clinical teaching-learning environments.
The profession of Nursing is experiencing a critical human resource shortage in the clinical environment, which has far-reaching implications for nurses’ health and patient care. Research literature in the area of empowerment clearly makes a case for the importance of developing healthy clinical work environments where nurses express an increased sense of autonomy, work satisfaction, trust, organizational commitment, and decreased levels of burnout. In turn, it is proposed that empowering work environments will support the recruitment and retention of staff nurses and managers. Two additional key groups, who devote a large proportion of time teaching and learning in the clinical setting, also need to be considered in the empowerment process and human resource equation. Namely, clinical teachers and nursing students. Nursing programs across North America are facing challenges in attaining experienced clinical teachers and many current teachers are moving away from the clinical teaching environment. In addition, many students are leaving the profession of nursing shortly after graduation. Why is this happening? What strategies can be developed to increase clinical teacher retention? How does the practice environment influence teachers’ and students’ decisions to remain in the Nursing profession? These are a few of the questions underpinning a doctoral dissertation study where I am testing an integrated theoretical model of empowerment with clinical teachers and students in acute care practice settings. The purpose of the poster is to present a component of the ongoing dissertation research related to an in-depth literature review and analysis of interrelationships amongst nurses, clinical teachers, and nursing students to uncover gaps in the research and to identify underlying broader practice environment issues. It is anticipated that findings from the dissertation will lead to recommendations on how empowerment can potentially enhance work environments, support teaching-learning experiences of teachers and students, and ultimately impact recruitment and retention.  

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