{'fraction_non_alphanumeric': 0.022848808945065628, 'fraction_numerical': 0.009479824987846379, 'mean_word_length': 5.3307692307692305, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Summary of the survey on clinical education in nursing.

CHARGED WITH THE TASK of promoting excellence and innovation in clinical and laboratory teaching, as well as the evaluation of clinical and laboratory learning, the Clinical Nursing Education Task Group set out to analyze the components of clinical education and develop an understanding of all the players involved: students, teachers, patients, and clinical staff. The journey began with a review of the literature on the effective use of laboratories and clinical facilities, new models of clinical education, evaluation methods for clinical performance, clinical ratios, and collaboration with clinical staff. Based on the literature, and personal experience, the task group developed a survey for members of the NLN and representatives of state boards of nursing. Five basic questions were asked. Respondents were asked to indicate their agreement or disagreement with statements developed to address five questions: WHAT is clinical education? WHY clinical education? WHERE is clinical education done? WHEN does clinical education occur? WHO is involved in clinical education? The Respondents The survey was open to all NLN members; responses were received from 2,218 faculty representing a cross-section of educational programs. Many qualitative comments were received along with large amounts of quantitative data. More than 40 percent of respondents were from associate degree programs, and just over 30 percent represented baccalaureate programs. Eighty-four percent of respondents worked full-time. Six hundred sixty respondents indicated that clinical or laboratory teaching represented 25 to 50 percent of their workload; 655 indicated that they spent 51 to 75 percent of their time on clinical or laboratory teaching. Faculty respondents had a broad range of experience in teaching; 15 percent had taught more than 25 years, and 15 percent taught less than three years. They taught in a variety of clinical and laboratory settings, including acute and long-term care, home and ambulatory care, public health, community, and nurse-managed clinics. Twenty-eight representatives of state boards of nursing (BON) also responded to the survey. BON respondents represented all areas of the country. Ninety-three percent had previously been faculty in all types of nursing programs. The majority (60 percent) had between 11 to 25 years of teaching experience in clinical or laboratory settings prior to their current position on the BON. The survey results indicate that faculty and BON participants had similar responses to all aspects of the survey. When faculty indicated less than 80 percent agreement for a statement, so did the BON respondents. These results seem to indicate that faculty and boards of nursing have similar views regarding the overall components, players, and aspects of clinical education. WHAT Is Clinical Education? Just what are the essential components of clinical nursing education? This proved to be a noncontroversial area with most faculty respondents. In general, they agreed that nursing is a holistic experience attending to intellectual, physical, and passion components with active involvement of students, faculty, patients, and clinical staff. The two areas of least consensus involved the need for active involvement of clinical staff and patients (Table 1). In addition to the quantitative data, this section of the survey received 476 comments. How staff, students, and faculty interact varies, depending on the clinical setting, the location, course outcomes, the student, and where the student is in the curriculum. Faculty voiced concerns about staff as active participants in clinical learning experiences. Fifteen of 42 responses directly relating to interactions with staff addressed lack of involvement with students, negative attitudes, and the idea that the primary goal of staff is not student learning. The following comment summarized approximately half of the comments: "The toughest part is the clinical staff, who do not usually have the learning of students as a priority in their workload. …