As a clinical instructor for some time, I am making sure I am genuinely influential in helping students make the shift from theoretical knowledge to safe, competent clinical practice, which is one of my top priorities. It is often difficult to strike a balance between the conflicting obligations of ensuring patient safety and letting students gain ideal experience. I am concerned about instances where students might make mistakes because they are inexperienced, and I need to be vigilant without being intimidating.
Students' confidence, knowledge, and practical skills vary when they enter the clinical setting. No matter how focused the orientation/preconference is, meeting each student's unique learning demands under constrained clinical conditions is my main concern. Learning possibilities in hectic clinical environments might be erratic. Procedures might not take place during shifts, or there might be more pupils than there are hands-on activities for.
Although I enjoy my work as a clinical instructor, I am also aware that it calls for ongoing attention to detail, flexibility, and empathy. These issues inspire me to constantly reflect, grow, and advocate for my patients, my students, and the nursing profession. They also serve as a reminder of the vital role I play in forming future nurses, and this MNE program inspired me to be a better and more impactful clinical instructor with the concepts, sharing, activities, and mentorship that set me to be a good role model to my student.