EMOTIONAL DISSONANCE IN CLINICAL INSTRUCTION ROLES IN NURSING
EMOTIONAL DISSONANCE IN CLINICAL INSTRUCTION ROLES IN NURSING

Summary/Abstract: Clinical instruction in nursing is a significant and integral part of the nurse education program. The clinical instructor's role is a key role in developing and instructing nursing students. The clinical instructor's role comprises developmental and instructional roles. On the one hand, the clinical instructor needs to develop the nursing students, and impart knowledge and skills, so as to get them to a good professional level, which will accompany them in their future nursing work. this is the key role. On the other hand, the instructor must fulfill a teaching role, that is, to teach and strengthen poorly understood academic subjects, and to evaluate the student's professional capability. This is the evaluative role. These are conflicting roles, which are not always congruent with the clinical instructor's system of value and internal emotions, thus creating tensions, emotional burden, and guilt feelings that sometimes result in emotional dissonance. This can create tension and an in-built conflict between the roles of clinical instruction in nursing, influence role satisfaction, and a desire to quit the instruction role. This article will present research findings seeking to expose and discuss the phenomenon of emotional dissonance created in the role of clinical instruction.clinical instruction role theory, role conflict, role ambiguity; emotional dissonance.

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