{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T03:13:05Z","timestamp":1791947585284,"version":"4.3.4"},"reference-count":47,"publisher":"Wiley","issue":"1-2","license":[{"start":{"date-parts":[[2019,10,14]],"date-time":"2019-10-14T00:00:00Z","timestamp":1571011200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Clinical Nursing"],"published-print":{"date-parts":[[2020,1]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Aim<\/jats:title><jats:p>To develop a substantive theoretical explanation that makes sense of the decision\u2010making process that clinical instructors use to place students on a learning contract.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Seventeen individual semi\u2010structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016\u2013May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1).<\/jats:p><\/jats:sec><jats:sec><jats:title>Findings<\/jats:title><jats:p>Three subcategories, \u201cbrewing trouble,\u201d \u201cunpacking thinking\u201d and \u201cbenchmarking\u201d led to the study's substantive theoretical explanation. \u201cGut feeling\u201d demonstrates how clinical instructors reason in their decision\u2010making process to place a student on a learning contract.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system\u2010level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity.<\/jats:p><\/jats:sec><jats:sec><jats:title>Relevance to clinical practice<\/jats:title><jats:p>Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jocn.15058","type":"journal-article","created":{"date-parts":[[2019,9,12]],"date-time":"2019-09-12T07:03:47Z","timestamp":1568271827000},"page":"75-84","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["Gut feeling: A grounded theory study to identify clinical educators' reasoning processes in putting students on a learning contract"],"prefix":"10.1111","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9489-3254","authenticated-orcid":false,"given":"Mohamed Toufic","family":"El Hussein","sequence":"first","affiliation":[{"name":"School of Nursing and Midwifery Faculty of Health, Community &amp; Education Mount Royal University Calgary AB Canada"},{"name":"Faculty of Nursing University of Calgary Calgary AB Canada"},{"name":"Acute Care Nurse Practitioner Medical Cardiology Coronary Care Unit Rockyview General Hospital Calgary AB Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7709-1981","authenticated-orcid":false,"given":"Olive","family":"Fast","sequence":"additional","affiliation":[{"name":"School of Nursing and Midwifery Faculty of Health, Community &amp; Education Mount Royal University Calgary AB Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2019,10,14]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1097\/NNE.0000000000000118"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.4103\/2277-9531.162345"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.12968\/bjon.2014.23.9.454"},{"key":"e_1_2_9_5_1","volume-title":"Being a mentor who fails a pre\u2010registration nursing student in their final placement: Understanding failure","author":"Black S.","year":"2011"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0969733013495224"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.7748\/nm2012.09.19.5.16.c9260"},{"key":"e_1_2_9_8_1","volume-title":"How to quantify a nurse's \u2018gut feelings\u2019","author":"Brown T.","year":"2018"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/jan.13508"},{"key":"e_1_2_9_10_1","volume-title":"Annual report 2017","author":"Canadian Association of Schools of Nursing","year":"2017"},{"key":"e_1_2_9_11_1","volume-title":"Qualitative research for occupational and physical therapists: A practical guide","author":"Carpenter C. 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