Abstract :
Clinical education is an integral part of nursing education. Clinical teachers are the vital link in this teaching–learning process. The quality and quantity of student–teacher interactions in the clinical area can either facilitate or hinder students’ learning.
This paper presents a part of a larger study that discovered, described, explained and compared Australian and Jordanian nursing students’ caring and non-caring encounters with their clinical teachers within the context of clinical education. The study was guided by Leininger’s theory of culture care universality and diversity and Leininger’s ethnonursing research method was utilised.
The informants consisted of 12 key informants and 35 general informants. Three major themes emerged from the analysis of the data: (1) clinical teacher’s caring behaviours; (2) student–teacher caring encounters; and (3) caring encounter consequences. Under these themes, care constructs emerged which gave light to the Jordanian nursing students’ care meanings, expressions and values within their cultural environment, social structures and world view. The overall findings revealed that Jordanian nursing students found their clinical experiences as beneficial when their encounters with the clinical teacher were conducted through mothering, translating, sustaining, negotiating and transforming processes.
