Beyond caring: A theory of clinical teaching in nursing schools

The study aimed to examine and explain the dimensions of clinical teaching gathered from the experiences of Centers of Excellence in Nursing Education. The research endeavored to evolve a theory of clinical teaching abstracting from the best practices of the four (4) outstanding schools offering a nursing program. Using multiple case study approach, a qualitative inquiry was conducted among four (4) COE schools triangulating data from key informant interviews, document review and actual observations. The study findings illustrated the unique features in clinical teaching practices from the four cases along dimensions of curriculum, instructional delivery, learning experiences, monitoring and evaluation of competencies, teachers’ characteristics, learners’ attributes and the learning environment. Data from these cases were analyzed using pattern-matching logic and revealed several propositions that served to form the emergent theory of clinical teaching, BEYOND CARING – a passionate and unconditional expression of teaching that exemplifies the spiritual dimension of clinical teaching wherein the learner serves as stimulus to the teacher and the learning environment to evoke the helping relationship in the learning process. Implications such as grounding the theory in broader context, exploring the dimensions in relation to competency development and using the theory in practice and research to eventually influence the policy environment of nursing practice in the Philippines are recommended