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Abstract

Clinical educators support and develop the staff competence; however, to those who take on this role, little direct education instruction is offered. The purpose of this study was to examine the experience of educators who completed Level 2 of a four-level professional development program designed to prepare educators to address the learning for diverse learner groups through education theory and contextualizing practice to the practice setting. Using a descriptive qualitative study, factors that enable or constrain the implementation of learner-centered approaches in the practice setting were identified. The study demonstrated that an evidence-based education curriculum : benefits the clinical educator, assists in the role transition, and provides increased job satisfaction resulting in job retention.