Table 2.

Problems Perceived by Clinical Educators and Faculty during Clinical Training

Categories	Sub categories
	Clinical educators	Faculty members
1. Difficulties with directly exchanging opinions between clinical educators and faculty members	1-1. Concerns about a worsening relationship with faculty	1-1. Concerns about a worsening relationship with educators
	1–2. Lack of confidence in teaching since educational background differs from students and faculty.	1–2 Difficulty of making critical comments because of having requested practice placement.
		1–3. Not complaining in the event of unsatisfactory teaching because of awareness of the burden on nurses
2. Mismatch between school-required teaching content and clinical teaching content	2-1. Teaching treatment-related techniques to students is difficult since the locus of responsibility is unclear.	2-1. Basic nursing techniques performed at clinical site differ from techniques performed in school
	2–2. Unaware of acquired learning/clinical practice goals.	2–2. Goals set for students differ between schools and clinical educators.
	2–3. Goals set for students differ between schools and clinical educators.
3. Difficulties with dealing with students with low level of clinical training readiness	3-1. Difficulty of dealing with unwilling students	3-1. Difficulty of dealing with unwilling students
	3–2. Difficulty of dealing with emotionally immature students	3–2. Difficulty of dealing with emotionally immature students
	3–3. Difficulty in dealing with students for whom patient-centered thinking is difficult	3–3. Difficulty in dealing with students for whom patient-centered thinking is difficult
		3–4. Difficulty in dealing with students who may not be completely committed to nursing
4. Human and time limitations in teaching	4-1. Maintaining teaching continuity is impossible because educators change daily.	4-1. Maintaining teaching continuity is impossible because educators change daily.
	4–2. Time limitations and the number of students in the ward prevent educator from monitoring each students.	4–2. Burden of teaching role because of the responsibility of multiple wards and school lecture responsibilities
	4–3. Insufficient time for teaching and insufficient content for students by faculty.