The Journal of Education and Clinical Guidance (JECG) publishes high-quality, peer-reviewed content that advances knowledge and best practices in nursing education and clinical mentoring. Our archives are a valuable resource for educators, researchers, students, and healthcare professionals seeking insights into evidence-based teaching methods, curriculum innovation, and clinical training excellence.
Featured Articles in the Latest Issue
- Volume 2 (Issue 1) JANUARY- JUNE 2026
Research Articles
Integrating Simulation-Based Learning in Clinical Counseling Education: Effects on Diagnostic Reasoning Skills
Vol.2(1); Pages:1-11. Published on April-2026
Abstract
The use of simulation-based learning in clinical training has become a more prevalent trend in clinical training to supplement the experiential learning and promote the diagnostic reasoning of students studying towards careers in healthcare and counseling. This quasi-experimental study was considered through the effects of structured simulation modules on the clinical reasoning skills of graduate students undergoing a clinical guidance program. Students (n=84) were involved in an intervention program that was six weeks in duration, comprising of standardized patient interactions, instructor-guided reflection, and instructor-mediated feedback. Diagnostic reasoning of the students was evaluated by use of objective structured clinical examinations and task of case-analysis, both prior to and following the intervention. Findings have shown that the accuracy of case formulation, the ethical decision-making, and the communication strategies have significantly improved statistically. The participants also stated that they felt more confident in dealing with complicated patient situations that have psychosocial and behavioral components. The results indicate that the simulation-based learning tools offer a safe and regulated environment where students are able to acquire critical thinking skills and professional judgment. Also, the paper identifies the importance of incorporating reflective debriefing in the process of simulation to strengthen learning outcomes. These findings justify the increased implementation of simulation frameworks in clinical education programs to enhance competency-based education and prepare the future professionals to work in real clinical settings.
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Technology-Enabled Mentoring for Clinical Training: Promoting Student Engagement and Professional Growth
Vol.2(1); Pages:12-22. Published on April-2026
Abstract
Digital mentoring platforms have emerged as valuable tools for supporting student development in clinical training environments, particularly where traditional face-to-face mentorship opportunities are limited. This mixed-methods study evaluated the effectiveness of a structured digital mentoring platform implemented within a postgraduate clinical guidance program. A total of 96 students and 24 faculty mentors participated over one academic semester. Quantitative data were collected through engagement metrics, academic performance scores, and validated self-efficacy scales, while qualitative insights were obtained through focus groups and mentor interviews. Results indicated that students using the platform demonstrated significantly higher engagement with course materials and increased participation in reflective discussions compared with those relying solely on conventional mentoring formats. Qualitative analysis revealed that asynchronous communication tools allowed for more thoughtful feedback and facilitated stronger professional relationships between mentors and mentees. Students also reported greater clarity regarding clinical expectations and professional competencies. The study concludes that digital mentoring systems can effectively complement traditional guidance structures, particularly when integrated with clear feedback mechanisms and goal oriented learning activities. Incorporating such platforms into clinical education programs may enhance accessibility, continuity of mentorship, and overall educational outcomes.
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Multidisciplinary Student Training Through Interprofessional Clinical Collaboration
Vol.2(1); Pages:23-31. Published on May-2026
Abstract
Interprofessional education (IPE) is a strategy that has been extensively identified as one of the approaches that should equip healthcare students to operate successfully in a collaborative clinical setting. This proposed cohort study aimed to examine the results of an interprofessional clinical guidance program among the students of medicine, psychology, nursing, and social work fields. In a 12 week training program, 112 participants participated in joint case discussions, team based patient simulations, and collaborative reflective groups led by faculty mentors of other disciplines. The measures of evaluation were teamwork competency scales, clinical decision-making and reflective learning journals. Results showed that communication efficiency, shared decision making and role clarity were significantly improved among the involved students. The statistical analysis showed that the group of students who were exposed to interprofessional training scored higher in collaborative problem-solving tasks than the scores were before the intervention. Qualitative reflections also revealed that students came to appreciate more about the complementary work of different healthcare professionals with regard to the management of patients. Its outcomes stress the significance of formal interprofessional guidance systems in the context of an educational strategy and indicate that early exposure to multidisciplinary teamwork can be used to optimize the clinical performance and patient-centered outcomes. To enhance cooperation skills among the future practitioners, institutions that develop clinical curricula must reflect on integrated interprofessional experiences they need to embed in their programs.
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Reflective Practice Frameworks in Clinical Counseling Education: Impact on Ethical Decision-Making
Vol.2(1); Pages:32-41. Published on May-2026
Abstract
Most of the current literature considers reflective practice as a critical element of professional development in counseling and clinical guidance courses. The qualitative research examined the effect of structured reflective models on the process of ethical decision-making in students enrolled in other advanced counseling education courses. Forty-two graduate students were enrolled in a semester-long reflective training program which involved guided journaling, supervised reflection groups as well as structured ethical case analyses. The data were gathered by use of reflective narratives, semi-structured interviews, and observations by instructors. Thematic analysis revealed some general patterns of student development. According to the participants, reflective practices enhanced their sensitivity to ethical challenges, subjectivity, and the emotional aspects of the clinical practice. Most students also showed increased confidence in handling complex situations in counseling that were based on confidentiality, informed consent, and cultural sensitivity. Professional codes of conduct and ethical frameworks were found to be approached with greater criticality by the students who had been put through structured reflection exercises by their instructors. The main points of the findings are that the systematic reflective elements should be incorporated into clinical educational programs to develop the personal sense of moral responsibility and ethical awareness. Reflective practice models have the potential to help prepare effective and ethically sound counseling professionals by promoting self-awareness and critical thinking.
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Smart Feedback Technologies for Clinical Skills Development: A Randomized Controlled Investigation
Vol.2(1); Pages:42-52. Published on June-2026
Abstract
AI technologies are finding their way into learning platforms to deliver learning feedback and performance analytics. This was a randomize control trial that investigated the usefulness of an AI-based feedback system as a means to promote clinical skills training in postgraduate students during a clinical guidance program. One hundred and eight (108) subjects were selected randomly into an AI-assisted training group or a standard instructor-feedback training group in a span of eight weeks. The AI system reviewed video footage of simulated patient exchanges, and produced automated feedback on communication patterns, diagnostic interrogation patterns, and patient-centered patterns. The outcome of the performance was measured by the means of the standardized clinical assessment rubrics and the independent faculty assessment. The findings showed that students who got AI-generated feedback had a much higher quality in structured interviewing methods, empathetic communication and accuracy in clinical reasoning. Further, the automatic feedback enabled students to peruse the performance measures several times which encouraged self-directed learning that is continuous. Faculty reviewers also observed that AI system not only minimized the workload of instructors, but also provided a high level of evaluation reliability. These results indicate that AI-assisted feedback systems can be used as useful supplements to conventional methods of teaching in clinical education. Incorporation of smart assessment technologies can revolutionize skills acquiring and assessment activities in health professions training.
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