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Journal of Family Nursing
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The Role of the Clinical Laboratory in Teaching and Learning Family Nursing Skills

Karen A. Flowers, RN, PhD

Australian Catholic University, k.flowers{at}mcauley.acu.edu.au

Winsome St John, RN, PhD

Griffith University

Janice M. Bell, RN, PhD

University of Calgary

This exploratory case study of the role of the clinical laboratory in teaching and learning family nursing skills was undertaken at the Family Nursing Unit (FNU), University of Calgary. Qualitative data were gathered from current graduate students, graduates of the Master of Nursing program, faculty members, and clients of the FNU using participant observation, in-depth interviews, and review of documents. Content analysis was used to identify key themes. The study found that the family nursing clinical laboratory provided a safe, structured learning environment where students had the opportunity to observe expert clinical practice in family nursing and undertake closely supervised practice. Graduates felt well prepared and confident in their advanced nursing practice with families. Key to the success of the clinical laboratory was the teaching faculty who were skilled clinicians in family systems nursing and who used this same theoretical orientation to guide the relational, strengths-based, and collaborative learning with students.

Key Words: case study • family nursing skills • family nursing education • qualitative research • Family Systems Nursing • Illness Beliefs Model

This version was published on May 1, 2008

Journal of Family Nursing, Vol. 14, No. 2, 242-267 (2008)
DOI: 10.1177/1074840708316562
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