Clinical instructor's behavior: Nursing student's perception toward effective clinical instructor's characteristics

Abstract

Background and Aim: Clinical training as the core of nursing education is a significant and essential component for developmentof professional nurses. The quality of clinical instructor's behavior plays a significant role in the learning process of the students, especially in clinical practice. The aim of the study was to assess the clinical instructor's behaviors and nursing students' perceptions toward effective clinical instructor's characteristics that facilitate learning process. Methods: Setting: The current study was conducted at Faculty of Nursing, Cairo University. Design: Descriptive, correlational design was utilized for the current study. Sample: A convenient sample of 333 was drawn from nursing students in different levels of baccalaureate nursing programs who had finished at least two clinical rotations with patient care. Tools: The Nursing Clinical Teacher Effective Inventory (NCTEI) was used for data collection. Results: Findings of the current study revealed that the highest ranked clinical instructor's behavior as reported by the student's was teaching ability category followed by evaluation and nursing competence respectively. Regarding effective clinical instructor's characteristics as perceived by students, the highest ranked one was teaching ability category followed by nursing competence and evaluation respectively. The personality and interpersonal relationship among nursing student set as the fourth and fifth factors that affect learning process in the clinical settings. Conclusions: Effective clinical instructor's characteristics that affect learning process as perceived by nursing student include matching clinical teaching abilities, nursing competence and evaluation to student understanding and experience. Also, the nursing students considered the personality and interpersonal relationship is very important characteristics to provide support and encouragement to the student during clinical practice. Recommendation: Workshops/seminars should be organized and also orientation program for all newly clinical instructors on their roles in clinical teaching. These findings may help faculty to be pleased about students' views and acknowledge the areas of success as well as areas that needs improvement.

The value of caring behavior and its impact on students' self‐efficacy: Perceptions of undergraduate nursing students

“…Therefore, instructors should have a strong influence on the behavior of students, which is reflected in the caring behavior of instructors. They should provide high‐quality and safe health care to all categories of society, thereby influencing the self‐efficacy of students . In Saudi Arabia, the structure of clinical teaching for nursing students has traditionally followed the clinical instructor approach.…”

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

“…They strive to create positive learning experiences for their students and to provide them with ongoing feedback on their clinical accomplishments and progress (8) . Similarly Awad (42) founded that the students perceived their instructors as having effective clinical instructors' characteristics as creating environment with mutual respect, giving immediate feedback, motivating the students, being accessible all times for answering carefully and precisely questions raised by students, giving good instructions according to level of readiness, create a constructive learning environment, application of theoretical knowledge to clinical practice and demonstrate excellent role model.…”

“…Clinical nurse educator as a foundation of nursing education and plays an essential role in preparing nursing graduates for their role as competent, capable and caring nurses (8) .Therefore, exploring the educational processes incorporated an overview of the preferred teaching styles among the nurse education faculty in view of the premise that quality teaching contributes to quality learning (10) .…”

“…To accomplish high quality in clinical nursing education, variables as the relationship of clinical teaching behaviors to student learning must be distinguished. Likewise, nursing students' perception of effective clinical nurse educator teaching style is an important indicator to modify and facilitate effective clinical instruction (8) .…”

“…Both quality classroom teaching and ability in demonstrating clinical competence greatly influence the success of graduates of a nursing program (1) . In addition, it will maximize opportunities for nursing students to learn, and succeed in becoming professional nurses throughout learning process (8) . Ultimately, clinical nurse educators in the healthcare colleges want to help students to become the type of practitioners who will positively impact patient care.…”