Table 8

Site B viewpoint 3: Negating purposeful interactions for experiential learning
Numbered statements Statement rankings across discrete viewpoints
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

Killam et al.

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

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