Background: A shared understanding of teaching needs is fundamental for effective clinical nursing education. In clinical settings, discrepancies in perception between preceptors and students can hinder learning effectiveness and student satisfaction. Objective: To investigate the differences in how clinical nursing preceptors and nursing students perceive teaching needs. Methods: An explanatory sequential mixed-method study was conducted with 152 preceptors and 386 nursing students from 5 hospitals in China, utilizing questionnaires, interviews, and focus group discussions. Results: Significant differences were observed in the perceptions of teaching needs across 5 dimensions: professional skills, theoretical knowledge, humanistic care, critical thinking, and career development ( P < .05). Preceptors prioritized professional skills and theoretical knowledge, while students valued humanistic care and career development more highly. These discrepancies underscore a tension between the evolving pedagogical emphasis on critical thinking and humanistic care in nursing education and the persistent traditional apprenticeship model in clinical settings. Conclusion: The multidimensional differences in perceived teaching needs are rooted in this pedagogical tension. To address it, we recommend not only fostering regular communication but also actively innovating teaching models to better align clinical teaching with contemporary educational goals.
Liao et al. (Mon,) studied this question.
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