AbstractIn this thesis an analysis of a particular method of generating theory incorporates studies of the development of clinical nurse teaching and of some selected aspects of its practice.
The process by which the analysis, comparison and coding of data started to generate theoretical categories and made it possible to refine and define the central issues and to identify relevant propositions and tentative theory as they emerged from the data is made explicit at each stage.
Preliminary reading and exploratory fieldwork showed that some clinical teachers were not doing what they thought 'ought' to be done. This raised the questions of whether there is a generally accepted prescription of what clinical teachers 'ought' to be doing, and of what they actually do.
An historical study considered critically the circumstances which gave rise to clinical teaching by a methodical examination of the creation of this grade of nurse teacher. In doing so it demonstrated the lack of conceptual consistency in nursing and nursing education, showing that clinical teaching developed in a somewhat haphazard fashion without any clear framework or basis for its practice. Indeed, two prescriptions, or 'ideal models’ of clinical teaching emerged.
An observational study of practising clinical teachers demonstrated that many of the potential and actual problems which had been recognised at the inception of clinical teaching have not yet been resolved.
These data suggest that the ways in which clinical teaching is organised and implemented are a result of a possible correspondence between the organisational framework and the ideal models held by the clinical teacher and her educational manager. The final section of the thesis describes and discusses a second empirical study designed to test an hypothesis derived from this tentative theory.
|Date of Award||Sep 1984|