Nursing Students\u27 Perceptions on Characteristics of an Effective Clinical Instructor (original) (raw)
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Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor
SAGE open nursing, 2017
To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience. Background: The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting. The clinical nursing experience is a vital component in the developmental process of the nursing student. Research has been done on this subject, but gaps remain. The need for a more in-depth understanding of students' perceptions of the characteristics and teaching techniques that best aid their comprehension and learning will help instructors to maximize student learning experiences in the practice setting. Method: This qualitative research study utilized the phenomenological research method. Three open-ended questions were posed to 14 nursing students to identify the characteristics and teaching techniques they believed comprised an effective clinical instructor. Individual interviews were conducted and transcribed interviews were reviewed to identify common themes. Three faculty members provided member checking to prevent bias by reviewing the transcribed interviews for common themes. Findings: Participants identified four main themes which include a trusting relationship, experience or knowledge, coach, and role model. The students found that they gained more knowledge, developed more critical thinking, and felt more confident with instructors who utilized characteristics and techniques from these four areas. Conclusion: Clinical instructors play an important role in preparing the student nurse in becoming a competent nurse in the practice setting. This information can be used to provide a foundation in creating an educational opportunity to inform nurse educators in the ways to become a more effective clinical instructor.
BMC Nursing, 2021
Background: Clinical instructors have an important role in advancing nursing students to achieve the program objectives. Nursing student perceptions about the characteristics of an effective clinical instructors may help programs improve clinical instruction. As such, the purpose of this study was to understand the characteristics perceived by students to define an effective clinical instructor. Methods: In this qualitative descriptive study, semi-structured interviews were conducted with undergraduate and postgraduate nursing students. The sample was purposefully selected. MAXQDA software was used for the content analysis. The codes were organized into subcategories and consolidated into categories. Results: Data saturation was reached with twelve participants, including seven women and five men, between 21 and 36 years of age. General and special characteristics were the two main categories that emerged from the data. These categories were defined by nine subcategories including internal motivation, professional acceptability, clinical competency, teaching skill, clinical experience, values, being a faculty member, appropriate appearance, and communication skills. Conclusions: Effective clinical instructors have a specific characteristics identified by student. The most important characteristics of effective clinical instructors were related to communication and teaching skills, internal motivation, and professional appearance. More research is necessary to determine the relationship between the characteristics, instructor competency, and student learning outcomes.
Effective Characteristics of a Clinical Instructor as Perceived by BSU Student Nurses
International Journal of Nursing Science, 2015
This article is a report on a study conducted to explore the effective characteristics of a clinical instructor as perceived by student nurses. Specifically, it aimed to: (1) determine if a significant difference exists on students' perceptions of the effective characteristics of clinical instructors when grouped according to academic level and sex; (2) identify the top ten (10) effective characteristics as perceived by student nurses; (3) determine which subset among the five (5) domains of characteristics was deemed most important by student nurses; and (4) establish why student nurses have such perceptions on clinical instructor characteristics. Clinical faculty members have a significant role in the education and development of nursing students. Despite the many studies conducted regarding clinical teaching behaviours, a gap still exists regarding the topic of clinical teaching effectiveness. Exploration of effective characteristics expected from clinical instructors may provide insights to further improve educational programs for student nurses. The study utilized a mixed-method design. Quantitative data were collected by administering questionnaires to 224 student nurses in January 2015. Questions were asked to measure the importance of each of the thirty (30) effective clinical instructor characteristics enumerated. Results were subjected to several statistical measures using the SPPS version 21 (IBM Corp., 2011). Qualitative data, on the other hand, were gathered by conducting 32 key informant interviews to answer the last objective. It was deduced that sex is not a variable in student nurses' perceptions of effective clinical instructor characteristics. Conversely, it was established that difference in academic level poses an effect in students' perceptions of the identified characteristics. Professional competence is deemed to be the most important characteristic among the five (5) domains. It was supported by the inclusion of three (3) competence-related clinical teaching behaviours in the upper half of the roster. By and large, characteristics pointed out by the students during the interviews are clinical teaching behaviours that help them bridge the gap between theory and practice. It was concluded that generally, CIs need both character and competence when aimed at gearing student nurses to become successful members of the profession.
This study explored baccalaureate students' perception of the characteristics of an effective clinical instructor utilizing the Whitehead Characteristics of Effective Clinical Instructor Rating Scale. The instrument is a 39 item 5 point Likert-type scale that measures, interpersonal relationships, personality traits, teaching practices, knowledge and experience, and evaluation procedures. This descriptive, cross-sectional study utilized a sample of 110randomly selected second and third year students from an urban school of nursing. Results showed that students regarded all characteristics as important (m= 4.05 to 4.76). A comparison of the means for the characteristics of an effective clinical instructor by year group, showed significant differences between the year groups for all five categories (p= 0.0001). A comparison of the mean characteristics of effective clinical instructors by age groups revealed statistically significant differences between the mean scores of interpersonal relationship (p= .005), personality traits (p= .024), teaching practices (p= .027) and evaluation procedures (p= .047). Students placed high levels of importance on the characteristics of the Clinical instructor. Therefore to ensure a suitable environment for learning, nursing schools could establish interactive feedback sessions with students and clinical instructors to ensure both groups have an understanding of their expectations of each other.
American Journal of Nursing Science, 2017
Learning in the clinical environment is an essential part of nursing education programs. Effective clinical teaching is crucial for the learning of nursing students in the clinical settings. It helps in preparing students for the work they will have to do as practicing nurses [1]. The study aimed to identify the undergraduate nursing students’ and clinical instructors’ perceptions of the characteristics of an effective clinical instructor at the Faculty of Nursing- Cairo University. A descriptive cross- sectional design was utilized of the study. This study was conducted at the Faculty of Nursing, Cairo University. A convenience sample of (591) nursing students and (112) clinical instructors who are working at the Faculty of Nursing- Cairo University and are willing to participate in the study. The Nursing Clinical Teacher Effective Inventory (NCTEI) was used for data collection. Results indicated that the categories of teaching ability and interpersonal relationships were the most ...
Nursing students' expectations regarding effective clinical education: A qualitative study
International Journal of Nursing Practice, 2013
This study aimed to describe the expectations of Bachelor of Science nursing students regarding what constitutes an effective clinical education. In this study, a semistructured interview process was utilized with 17 nursing students studying in sophomore, junior and senior years in training units of hospitals affiliated with Tehran University of Medical Sciences. Content analysis was employed to analyse the data. Data analysis led to identification of three main themes: (i) appropriate communication and interaction between instructors and students; (ii) incorporation of both theory and practice in clinical education, with two subthemes, one being the presence of the instructor as a factor for reducing the gap between theory and practice and the other being evaluation based on appropriate criteria; and (iii) having specialized instructors, with a specific emphasis on the instructor's knowledge and motivation as important factors in learning. The findings reveal the significant role of mentors in providing effective educational and clinical experiences. Therefore, mentors must strive to develop their knowledge and clinical behaviours according to students' needs in clinical settings.
A qualitative study of effectiveness of clinical teaching
Clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in practice. Clinical experience is one of the most anxiety producing components of the nursing program which has been identified by nursing students. The educational process is unique in the practice professions because being able to perform the activities of the profession in live situations as opposed to simply being able to express understanding of principles is a requisite competency of graduation. Despite a wealth of research on clinical teaching, the criteria for determining what constitutes effective clinical teaching remain poorly defined. Therefore, the aim of this study is to investigate the nursing students' and instructors' perception of clinical teaching effectiveness in critical care nursing courses. Material and Method; A descriptive qualitative research design was used. Setting: The study was conducted at the Critical Care & Emergency Nursing Department, Faculty of Nursing, Alexandria University. Subjects: consisted of two groups. The first group included nursing students and the second group consisted of critical care clinical instructors. Clinical Teaching opinionnaire tool was developed to elicit the nursing student's / clinical instructors' perception of clinical teaching effectiveness in critical care nursing courses. Results; Students had enough orientation. Students are under stress because of a lot of work and duties. The ratio of instructors to students (1:6) is adequate. The instructors' agreed with the students on the duration of clinical training is not enough. Students are well oriented with the intended learning outcomes (ILOs) of their clinical training. Students and instructors enjoyed OSCE. Students and instructors don't like portfolio and log book. Students like their clinical instructors they see them role models Conclusion; the findings of this study and the literature support the need to rethink about the clinical skills training in nursing education. Recommendation; Longitudinal studies to investigate the nursing students' and instructors' perception of clinical teaching effectiveness in randomly selected multiple faculties are recommended. [Hayam I. Asfour and Azza H. El-Soussi. A qualitative study of effectiveness of clinical teaching; Journal of American Science 2011;7(7):409-420].(ISSN: 1545-1003). http://www.americanscience.org.
Meeting the Learning Needs of Clinical Nurse Teachers: A Pilot Program
scu.edu.au
Clinical teaching practices can influence the quality of learning experiences for students of nursing. However, sound clinical teaching can also enhance health teaching for clients, their families and colleagues. This paper discusses a short pilot course in clinical ...
Introduction: The success of nursing education programs depends on the efficiency and adequacy of clinical experiences. One of the most important factors known in this field is the atmosphere of learning environments. In this study, different aspects affecting clinical atmosphere have been evaluated from nursing students' point of view. Methods: In this descriptive-sectional study, 340 third and fourth year nursing students in the emergency department, women's surgery, CCU, ICU, dermatology ward, burn care settings, pediatric, gastroenterology, surgery, internal medicine, were trained in clinical practice. The data gathering tool was a 34-item questionnaire on clinical learning, supervision and nursing teacher (CLES + T). Through this questionnaire, students began studying the clinical environment during September 2016 through April 2017. Descriptive statistical tests were used to compare the mean scores and SPSS16 software. Results: The mean of 7 dimensions of learning environments varied in the evaluated sections. The highest mean (29.79) was related to the dimension "pedagogical atmosphere on the ward" and the lowest (8.85) was related to the factor "the relationship between student, mentor and nursing teacher". Conclusion: According to the students, the learning atmosphere and other variables related to the clinical learning environment vary in different parts. It is necessary to improve the quality of the various departments.
Nursing Students' Expectations Regarding Clinical Training: A Qualitative Study
Nursing is a practice-based profession. Therefore clinical training is an crucial part of the undergraduate nursing programs. This study aimed to investigate the students' expectations regarding effective clinical training. The sample was purposive Twenty focus groups were formed included five students in each group. Data were collected using semi-structured face to face interview for answering the questions which developed by the researchers based on a review of related literature. Three major themes emerged from the focus groups data. From the students' point of view, "effective training", "effective instructor", and "effective clinical setting were considered as important factors in enhancing the students clinical training process. In addition, several subthemes were discussed and explained. In conclusion it is important that actions to improve the clinical training should be developed and implemented to facilitate the students achievements of intended learning outcomes. Academic, professional preparation for instructors should be considered and establishing good collaboration between college administration, clinical instructor and clinical setting administration, preceptors, and staff in developing clinical education in of major importance to any nursing program.