Research Reports

EMOTIONAL DISSONANCE IN CLINICAL INSTRUCTION ROLES IN NURSING

Autori:

Neomi DAR COHEN, Stefan COJOCARU

Cod: ISSN: 2066-6861 (print), ISSN: 2067-5941 (electronic)
Dimensiuni: pp. 49-57

Abstract:

Clinical instruction in nursing is a signifi cant and integral part of the nurse education program. The clinical instructor’s role is a key role in developing and instructing nursing students. The clinical instructor’s role comprises developmental and instructional roles. On the one hand, the clinical instructor needs to develop the nursing students, and impart knowledge and skills, so as to get them to a good professional level, which will accompany them in their future nursing work. this is the key role. On the other hand, the instructor must fulfi ll a teaching role, that is, to teach and strengthen poorly understood academic subjects, and to evaluate the student’s professional capability. This is the evaluative role. These are confl icting roles, which are not always congruent with the clinical instructor’s system of value and internal emotions, thus creating tensions, emotional burden, and guilt feelings that sometimes result in emotional dissonance. This can create tension and an in-built confl ict between the roles of clinical instruction in nursing, infl uence role satisfaction, and a desire to quit the instruction role. This article will present research fi ndings seeking to expose and discuss the phenomenon of emotional dissonance created in the role of clinical instruction.

Keywords:

clinical instruction role theory, role confl ict, role ambiguity; emotional dissonance.

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