Clinical Instruction in Nursing: A Leveraging Tool

Background: Clinical educators influence the preparation of nursing students for complex professional roles. Although classroom instruction is well-structured and guided by an array of frameworks, clinical instruction remains vague. This study explored components of effective clinical instruction and the support needs of clinical educators. Method: A qualitative multiple case study design was used to examine the teaching experiences of 14 clinical faculty and preceptors, guided by Danielson's teaching framework. Results: When teaching domains of “planning” and “instruction” were emphasized, assessment of students' needs, behavioral management, and reflective practice were understated. Findings identified events and concepts deemed essential for effective clinical instruction, and participants' needs for ongoing support and guidance concurred with teaching gaps. Conclusion: This study attested to the complexity of clinical instruction, yet generated a clinical tool that may guide academia on designing professional programs to advance instruction in challenging clinical environments. [ J Nurs Educ . 2024;63(3):163–170.]