Psychological Changes and Effects on Learning of Praise by Clinical Nurse Educators for Nursing Students

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  • 看護学生が臨地実習指導者にほめられたことによる心理的変化と学修への影響
  • カンゴ ガクセイ ガ リンチ ジッシュウ シドウシャ ニ ホメラレタ コトニ ヨル シンリテキ ヘンカ ト ガクシュウ エ ノ エイキョウ

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<p>〔Aims〕This study aims to identify the psychological changes and the effect on students’ learning of clinical nurse instructors’ praise by a qualitative approach.</p><p>〔Methods〕Semi-structured interviews were administered to 14 fourth-year students of two privately owned nursing colleges, and the data were analyzed using the modified grounded-theory approach.</p><p>〔Results〕The analysis identified 13 concepts and 7 categories. Students improved in the awareness of self-determination and perceived competence by the clinical nurse instructors’ praise, it promoted autonomous learning with motivation supported by this improved awareness, students obtained satisfaction in the clinical training, and deepened the learning by making use of the confidence in the following clinical training as well as in the awareness of their own development. However, it was also found that praise when students do not regard their own behaviors as deserving leads to distrust, and if clinical nurse instructors are not provided with feedback and advice, the praise leads to stagnation in the learning.</p><p>〔Conclusion〕The findings suggest that to ensure educational effects on students by praises, it is important that interpersonal relationships between clinical nurse instructors and students based on the trust of students towards clinical nurse instructors. It is also suggested that it is necessary that the praises which enhance students’ self-determination, competency and metacognition, and also clinical nurse instructors to give students feedback and advice, which provide clues to self-assessment and help in correcting the self-learning.</p>

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