Table 8 Site B viewpoint 3: Negating purposeful interactions for experiential learning
From: Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology
Numbered statements | Statement rankings across discrete viewpoints | |||
|---|---|---|---|---|
| Â | 1 | 2 | 3 | |
22 | The clinical educator demonstrates lack of competence in his/her role | 1 | 1 | 3 |
20 | The student does not demonstrate patient-centeredness | −3 | −3 | 2 |
2 | The student makes independent clinical decisions beyond his/her competency | 4 | −1 | 2 |
10 | The student does not respect the rights of patients | 2 | 2 | 0 |
17 | The student is unable to modify care based on emerging patient priorities | 3 | 3 | 0 |
25 | The student feels overwhelmed by course requirements | −3 | −3 | 0 |
13 | The student does not provide accurate, relevant and timely documentation of client care | 1 | 2 | −1 |
27 | The clinical educator encourages students to do things beyond their scope | 3 | 2 | −3 |
33 | There are no clear guidelines for how to deal with specific behaviours in the clinical setting (when to fail someone or what is considered unsafe student practices) | 0 | 0 | −4 |
30 | Clinical educators and professors do not regularly discuss student progress and expectations | −1 | −3 | −5 |