Table 2

Site A: Endorsement of uncritical knowledge transfer
Numbered statement Statement rankings across discrete viewpoints
1 2 3
40 The student is taught to cut corners or guided to do things differently than what was taught in school 3 2 1
17 The student is unable to modify care based on emerging patient priorities 2 0 1
24 The student is evaluated as successful despite a pattern of unmet clinical expectations 2 1 1
7 The student does not report changing patient conditions 2 3 3
38 The clinical educator does not role model established nursing standards 2 −2 0
31 The clinical educator does not enforce clinical program policies 1 −3 −1
5 The student lacks the knowledge needed to assume care of assigned patients 0 −1 2
8 The student fails to perform care consistent with clinical guidelines and standard procedures (e.g. hand washing; confidentiality; body mechanics) 0 −2 3
33 There are no clear guidelines for how to deal with specific student behaviours in the clinical setting (when to fail someone or what is considered unsafe student practices) 0 −4 −2
30 Clinical educators and professors do not regularly discuss student progress and expectations −1 −3 −3
35 The clinical educator is overwhelmed by role expectations −1 −2 −2
36 The clinical educator is unable to establish and maintain a positive learning environment −2 2 0
14 The student has difficulty communicating (verbally or non-verbally) −2 1 −2
29 The clinical educator has not established a trusting relationship with the student(s) −2 0 −1
41 The clinical educator does not provide constructive feedback to students in a confidential manner −3 −1 −1
25 The student feels overwhelmed by course requirements −4 3 −5
26 The student has a large gap in time between practice placements −5 1 −3

Killam et al.

Killam et al. BMC Nursing 2012 11:26   doi:10.1186/1472-6955-11-26

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