ArticleNursing reports (Pavia, Italy)2024
Learners to Leaders: Impact of Instructor Roles on Nursing Students' Professional Development in Clinical Simulations.
Article in Nursing reports (Pavia, Italy), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Jordanian nursing students' perceptions of the compassionate actions of their clinical instructors: a mixed-methods study.BMC nursing · 2025Article
- Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND/
objectivesClinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students.
methodsA qualitative study employing an interpretative phenomenological approach was conducted to deeply understand the experiences and perceptions of nursing students transitioning to instructors in clinical simulations. Nine fourth-year nursing students from the University of Vic-Central University of Catalonia (UVic-UCC) were purposively selected to ensure diverse perspectives. Data were collected through semi-structured interviews, a focus group, and non-participant observations, achieving data saturation. Thematic analysis, guided by Braun and Clarke's methodology, was utilized to identify and organize emergent themes related to professional development and pedagogical competencies.
resultsThe transition to the instructor role significantly enhanced both technical and non-technical competencies among the participants. Key findings include improved leadership, decision-making, and effective communication skills. Student-led debriefing sessions were identified as crucial for fostering deeper reflection and enhancing the ability to provide and receive constructive feedback.
conclusionsAssuming the instructor role in clinical simulations offers substantial pedagogical benefits, enriching the professional development of nursing students by strengthening essential competencies. These findings underscore the value of integrating instructor roles within nursing education programs in Spain, suggesting that such practices can lead to more competent and confident healthcare professionals. This study was not registered.
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Registered trials
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