Vol. 4, Issue 12, Part F (2018)

Problem: Estonian care quality studies (2002-2017) reveal lack of patient centeredness.

Research questions: 1. How has the patient-centred approach of clinical teacher developed? 2. How clinical-practice affects the formation of student’s professional identity?

The paper presents results of a longitudinal survey, based on empirical data collected between 2010-2018. The focus group was a comprehensive sample of Estonian mentor nurses (N=71) and a purposeful sample of student nurses (N=230). Based on the current study, clinical teachers receive their teaching competences from basic-, further training- and hidden curriculum. The modern in practice training system supports development of the student’s patient-centeredness only if clinical teachers realise their professional identity and teacher role.