Being a good clinical instructor is not easy and those that are successful must possess several attributes. The following is a list of attributes that I believe are critical to being an effective clinical instructor:
- Clinical competence
- Organizational Skill
- Approachability
- Adaptability
- Clear communication including the ability to provide meaningful feedback
- Role Modeling
The bedrock that an instructor builds on is a sound clinical competence in the area in which they are teaching. An instructor must have an understanding of the unit/ area they are teaching in and the types of patients that are typical in that environment and how to care for that population. As a medical- surgical nurse, I would not attempt to teach in ICU or obstetrics. In my years as a bedside nurse, I was viewed by my peers as a clinical expert in medical-surgical nursing. Staff came to me for help and even charge RNs from other units called to consult or ask questions. I maintained my competence when I was a nurse manager. In my current role, I would no longer consider myself the clinical expert as I have been removed from that environment for several years. I do consider myself a content expert in the types of things I teach on today- Magnet, leadership development, staff engagement, and professional development.
Organizational skills are key when managing a clinical group. The instructor needs to know what is going on with each of their students as well as their assigned patients. This is a lot to monitor (Koharchik and Redding, 2016). While I have never taught a clinical group, I have honed my organizational skills through the years in roles such as managing unit flow as a charge nurse, a nurse manager and director. In my current role, I cover 5 different hospitals as the Director of Nursing Practice. This requires organizational skills to be able to keep up with projects in all areas and complete them as expected and on time.
Approachability is key as students need to feel that they can trust you and come to you for help and guidance. In a 2018 integrative review of the literature, approachability was consistently listed by students as a key attribute of clinical instructors (Collier, 2018). I have received feedback from others that I am approachable and that I offer guidance while respecting the learner and where they are at in their professional development. I feel this is an important safety factor. If an instructor is not perceived as approachable, a learner may not go to them with questions potentially putting a patient in a dangerous situation. I receive emails and phone calls every day from a wide variety of folks in the health system in which I work asking questions. Staff from PCAs, staff nurses, leaders and CNOs ask me for information and advice. This is validation that I am seen as a knowledgeable resource and approachable.
Adaptability is key in any nursing role including instructors. As nurses, we never know what the day might hold. We need to be flexible and be able to nimbly respond to changes in patient condition, staffing, unit dynamics, visitors among a host of other factors that influence the practice environment. This is an area that is still a work in progress for me. In almost all situations, I am able to adapt and meet the objectives of the situation. I sometimes, however, get really hard on myself about what I could have done better/ differently to “make” the class/ meeting/ event go more according to my original plan. This is not beneficial to me or anyone else. We must learn from each situation what we can to be more effective in the future, but beating yourself up that something did not go perfectly serves no one.
Clear communication and providing feedback is an area where I excel. I actively look for opportunities to provide feedback to others and try to offer specific, meaningful feedback. In my years as a nurse manager I tried to give staff very specific feedback such as “I heard your conversation with Mr. Smith and his wife about his procedure. You were able to answer all their questions in a way that they could understand. I could see from their reaction that it reduced their anxiety. Great job!” This is more effective than just saying that someone is caring with their patients. In my role, I frequently help nurse leaders with giving feedback to others.
Last but not least is role modeling. This is critical in any nursing leadership role. You must “walk the talk” and demonstrate all the attributes that you expect of your staff/ students. This includes following the proper policies, asking questions appropriately, treating others with respect at all times. In the clinical instructor role, I think policy is a big thing to role model because they may see nurses on the unit doing things that do not follow the policy. It is important that they see you as the instructor following it and that you explain the evidence behind the policy and why it matters to do it in this way. It can be powerful for an instructor to model asking questions when the students see the instructor asking nursers on the unit questions. It highlights that no matter how long you have been a nurse, you will always have questions. Patient safety depends on us asking those questions and not being shy to bring it up. I try to role model every day to act with professionalism, putting the needs of patients and staff members first. I never expect of others what I am not willing to do myself.
Baxter, K. (2010). 10 qualities of a great nurse educator. Retrieved from http://nursinglink.monster.com/education/articles/9337-10-qualities-of-a-great-nurse-educator
Collier, A. D. (2018). Characteristics of an effective nursing clinical instructor: The state of the science. Journal of Clinical Nursing, 27, 363-374. http://dx.doi.org/10.1111/jocn.13931
Koharchik, L., & Redding, S. R. (2016, July). Strategies for successful clinical teaching. American Journal of Nursing, 116(7), 62-65.