Interpersonal boundaries in clinical nursing education: An exploratory Canadian qualitative study

Summary 

Background

Clinical nursing instructors and students spend considerable time together, and share clinical experiences that can be intense and emotionally charged. Yet despite clinical teaching being so commonplace, little is known about how clinical instructors experience relationships with their students, and how they negotiate interpersonal boundaries within these relationships.

Methods

In-depth unstructured interviews were conducted with eight clinical nursing instructors in Western Canada, to explore how they defined and constructed interpersonal boundaries with their students during clinical nursing teaching rotations.

Results

The data analysis resulted in four major themes: “the fluidity of boundaries”, “personal sharing and self-disclosure”, “time dependent”, and “the touchy topic of touch”. All participants agreed that rigid boundaries were occasionally needed to prevent flagrant boundary violations, such as sexual relations with students. However, participants also stated that overall, the unique and complex nature of clinical teaching called for instructors to have fluid and flexible interpersonal boundaries with students.

Implications

The nature of clinical nursing education may encourage instructors to form relationships with their students that are characterized by flexible and fluid interpersonal boundaries. Clinical nursing instructors may benefit from opportunities to dialogue with trusted colleagues about the unique nature of relationships and boundaries with students during clinical teaching.

Keywords: Personal boundaries, Interpersonal relationships, Student–teacher relationships, Education-clinical, Education-nursing