Characteristics of an effective nursing clinical instructor: The state of the science

Collier, Angela

doi:10.1111/jocn.13931

Cited by 68 publications

(67 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In 2012, Allen et al published their research in nursing education examining the relationship between EI ability and the effectiveness of clinical instructors 17 . They measured EI and CTE using the Emotional Quotient Inventory: Short (EQ‐i:S) 8 and the NCTEI 10 . Allen et al's study found that higher EI scores were achieved by instructors who effectively communicated expectations to students and provided useful feedback.…”

mentioning

confidence: 99%

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness

Smallidge

Puglisi

Patenaude

et al. 2019

Journal of Dental Education

View full text Add to dashboard Cite

The development of strong interpersonal relationships between clinical instructors and students has been found to contribute to clinical teaching efectiveness (CTE). In addition, strong interpersonal relationships are more likely to occur in individuals who possess a high level of emotional intelligence (EI). However, an examination of the impact of a clinical instructor's EI on CTE has not been extensively investigated. The aims of this study were to measure the CTE and EI of dental hygiene clinical instructors and to identify any correlations between their CTE and EI. In this cross-sectional quantitative study conducted in 2017, dental hygiene clinical instructors in selected U.S. dental hygiene programs were invited to complete two online assessments: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Nursing Clinical Teaching Efectiveness Inventory (NCTEI). Demographic data collected from participants was also included in the exploratory data analysis. A total of 42 clinical instructors from programs in 19 states completed both the MSCEIT and the NCTEI. The results showed statistically signiicant correlations between negative clinical teaching behaviors and MSCEIT outcomes. These results suggest that emotional intelligence may be linked to dental hygiene clinical instructors' teaching efectiveness, with low emotional intelligence being a predictor of negative teaching behaviors.

show abstract

mentioning

confidence: 99%

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness

Smallidge

Puglisi

Patenaude

et al. 2019

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…of 10 Approachability was also highlighted by Jansson and Ene [31] as a positive attitude because of the security transmitted to placement students. This, together with interpersonal skills, are the two characteristics that a preceptor must have to be effective, according to the conclusions highlighted in a recent integrative review [32]. According to the study by Niederriter et al [33], both accessibility and availability of the clinical preceptor are important characteristics that enhance the learning experience, as they contribute to the establishment of a relationship of trust and a feeling of comfort.…”

Section: Discussionmentioning

confidence: 99%

Should We Be Trained to Train? Nursing Students’ and Newly Qualified Nurses’ Perception on Good Lecturers and Good Clinical Preceptors

Martínez-Linares

Parra-Sáez

Tello-Liébana

et al. 2019

IJERPH

View full text Add to dashboard Cite

Background: The reform of the Spanish higher education studies from the Bologna Declaration did not entail the necessary changes in the teaching methodologies used. The clinical preceptor emerged as the main guiding professional in the practical training of nursing students. The aim of this qualitative study was to understand fourth-year nursing students’ and newly qualified nurses’ (NQNs) perception on their lecturers’ and clinical preceptors’ effectiveness. Methods: Exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling and according to defined inclusion and exclusion criteria, twelve newly qualified nurses and twelve fourth-year students of the Degree in Nursing were included in order to contrast the results. A thematic analysis of data was carried out, to later be coded by two researchers. Results: Two main themes were identified: the good lecturer and the good clinical preceptor, with several subthemes in each. These included the characteristics that both should have, both in teaching, nursing and interpersonal-relation skills. Conclusions: The need of preceptorship training programs has been highlighted in our context. Educators all over the world should be properly qualified in order to train and educate competent nurses for the future.

show abstract

“…Historically, clinical education was delivered via hospital-based bedside teaching and described as the experiential capstone to one's theoretical knowledge and research (Flexner, 1910;Rolleston, 1939). Often orchestrated by the preceptor, this apprenticeship model employed a passive, practical approach responsible for exposing learners to the "real-life" of the profession (Collier, 2017).…”

Section: Defining Clinical Educationmentioning

confidence: 99%

The Ecology of Care: A Review of the Literature in Clinical Learning Environments

Newton¹,

Ashby²

2019

MedEdPublish

View full text Add to dashboard Cite

Several challenges have emerged in clinical education over the past two decades. Health professional programs have increased in both number and size resulting in an upsurge of trainees. The unprecedented growth has increased the workload of clinicians and their office staff as they correspond with university administrators to coordinate learners' placements. Further complicating the matter are the varying teaching remuneration models. Surrounding the system is the interplay among government, post-secondary, and professional bodies and their social contracts, values, and mandates that inform and bind the profession's development. Globally, the ecology of family medicine is evolving and experiencing new challenges. Concerns have been raised about the shifting dynamics and erosion of relationships between healthcare professionals and patients. Compounding matters are patients' lack of health coverage; system pressures to find healthcare savings and efficiencies; demands for sub-specialization; and changes in the family structure and population demographics. This altered landscape and increasing divide stress the educational paradigms responsible for training learners. The purpose of this literature review is to better understand the context, challenges, and facilitators of clinical practice education as well as how we, as institutions, can improve the experience for learners, educators, and patients.

show abstract

Characteristics of an effective nursing clinical instructor: The state of the science

Cited by 68 publications

References 34 publications

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness

Should We Be Trained to Train? Nursing Students’ and Newly Qualified Nurses’ Perception on Good Lecturers and Good Clinical Preceptors

The Ecology of Care: A Review of the Literature in Clinical Learning Environments

Contact Info

Product

Resources

About