One of my concerns over being assigned the role of a clinical teacher is my perceived level of knowledge and experience compared to other clinical teachers. I sometimes feel that perhaps I am not as knowledgeable or as confident in certain aspects of clinical practice, which displeases me with respect to my ability to properly guide and instruct students. I am concerned that my weaknesses may hinder me from creating an ideal learning process for the students or even compromise patient safety in case I fail to respond to their questions appropriately or at all.
Also, I worry about instances where students pose difficult or unusual questions that I do not anticipate. In such cases, I am worried that I may lack the relevant information at my disposal, and so when confronting the students, there will be nervousness or confusion. Such a sense of deficiency could undermine my credibility as an instructor and may drain the students' trust in my leadership.
Apart from that, I am also concerned about handling cases when I might not know the best thing to do or how to act. I am afraid that inexperience might result in missed opportunities for students to learn or even detrimental impact on patient care if I am unable to provide the support required.
Despite this, I understand that teaching is also learning for me. It compels me to learn and become better continuously in my knowledge and clinical skills. To overcome this, I believe that I can collaborate with more experienced colleagues, prepare thoroughly before clinical sessions, and be honest about my vulnerabilities but rather emphasize the importance of collaboration and ongoing learning. My goal is to become a better and more perceptive clinical instructor so I can effectively support and guide my students.
Hi Ma'am. Your reflection shows commendable self-awareness and dedication to becoming an effective clinical teacher. It’s normal to feel uncertain, especially when comparing yourself to more experienced colleagues. However, remember that teaching is also a continuous learning process. Being honest about what you don’t know and modeling how to find accurate information builds credibility, not weakness. To address your concerns, you can prepare ahead by reviewing common clinical procedures and anticipating student questions. Collaborating with experienced colleagues and staff nurses can also provide valuable guidance and support. Most importantly, focus on your strengths such as communication, empathy, and commitment to learning which students greatly value. Asking questions, reflecting on your teaching, and seeking feedback will help you grow in confidence and competence. In the end, your willingness to learn and improve will make you a better clinical instructor and role model.