Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing

Lee, Woo-Sook Christina; Cholowski, Krystyna; Williams, A. C.

doi:10.1046/j.1365-2648.2002.02306.x

Cited by 118 publications

(123 citation statements)

References 28 publications

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“…En effet, certaines auteures indiquent que la qualité des relations interpersonnelles est plus importante pour les étudiantes, alors que les professeures privilégient d'abord la compétence professionnelle (Brown, 1981 ;Murphy, 1988). Para doxalement, d'autres études ont montré une certaine homogénéité entre les perceptions des deux groupes (Bergman et Gaitskill, 1990 ;Knox et Mogan, 1985 ;Mogan et Knox, 1987 ;Lee, cholowski, Krystyna et Williams, 2002). Les résultats de certaines recherches démontrent que le niveau académique des étudiantes semble être une variable d'influence, puisque les opinions des professeures et des étudiantes se rapprochent d'autant plus que ces dernières sont en fin de programme (hamilton, 1996 ;Sando, 1997) ; cette affirmation est, par contre, réfutée par Morgan (1997).…”

Section: Perceptions Des Professeures Et Des éTudiantes Comparéesunclassified

L’évaluation de l’enseignement des sciences infirmières en milieu clinique : des compétences à développer, plutôt que des comportements à prioriser

Pharand

2008

rse

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RésuméLe but premier de cet article est de préciser l’intention du processus d’évaluation de l’enseignement clinique, c’est-à-dire les éléments pouvant constituer l’objet de l’évaluation et ce, à partir des perceptions des professeures et des étudiantes en soins infirmiers. Une approche qualitative a été retenue pour analyser les données recueillies auprès des participantes. Les résultats indiquent que l’évaluation de l’enseignement clinique en sciences infirmières devrait être basée sur cinq compétences principales : (a) humaine, (b) pédagogique, (c) technique, (d) professionnelle infirmière et (e) organisationnelle. Ces compétences principales sont concrétisées par des compétences satellites, à leur tour explicitées par des indicateurs.

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Section: Perceptions Des Professeures Et Des éTudiantes Comparéesunclassified

L’évaluation de l’enseignement des sciences infirmières en milieu clinique : des compétences à développer, plutôt que des comportements à prioriser

Pharand

2008

rse

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“…In nursing, Kelly [11] identified teacher knowledge, giving timely feedback, ability to listen to students and availability of teacher as effective clinical teacher characteristics. Despite the importance of clinical teaching to the nursing profession, in multiple settings, Nigeria inclusive, student nurses are often taught by clinical instructors who have little or no prior formal teaching [7,12]. Other researchers have observed that there are no guidelines to assist clinical teachers on how to effectively teach and supervise students in the clinical area [2,4].…”

Section: Introductionmentioning

confidence: 99%

“…Different methodologies like peer, self and student evaluation have been used to investigate into effective clinical teaching and clinical teacher effectiveness [11,12]. Current procedures used in evaluating teaching in health related fields, are generally student based.…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of effective clinical teaching and teacher behaviour

Okoronkwo¹,

Onyia-Pat²,

Agbo³

et al. 2013

OJN

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Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning in-service education programmes for clinical teachers to promote student learning.

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“…Providing motivational feedback helps to improve the communication between mentors and students, but also increases the student' self-confidence to challenge [27] . In addition, nursing students were found to give more importance to the assessment and evaluation than do mentors [28] . In the UK context, the students' mentors are responsible for passing or failing the students' practice [29] , and this appeared to have deterred many students from voicing their concerns, at least until they got their practice book signed off (i.e.…”

Section: Discussionmentioning

confidence: 99%

Examining patient safety education in pre-registration nursing curriculum: Qualitative study

Mansour

2013

JNEP

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Background: Patient safety education has become an important tool to shape the future safety behaviour of health care professionals. The World Health Organisation has recently advocated eleven patient safety themes that need to be addressed in any health care educational curriculum. It is not known at this stage how far pre-registration adult nursing curriculum addresses these patient safety themes. Aims:To examine the views of nursing students and faculty members on patient safety education in a pre-registration adult nursing curriculum in relation to the WHO' patient safety themes. Method:Qualitative method, utilising 20 semi-structured interviews with pre-registration adult nursing students and faculty members (10 students and 10 faculty members). The data were analysed thematically.Findings: Three main themes emerged from the participants' views: 'Not explicitly linked to patient safety', 'Mismatch between theory and practice' and 'The role of the mentor in practice'. The power imbalance between the students and staff in clinical placement appeared to have rendered many students reluctant to challenge unsafe practice. Conclusion:Patient safety education needs to be more visibly taught in nursing education. The nursing curriculum' content, teaching and delivery methods may need to be reconsidered to better address the relevant WHO' patient safety themes, but also to accommodate the unique context of each nursing educational system.

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Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing

Cited by 118 publications

References 28 publications

L’évaluation de l’enseignement des sciences infirmières en milieu clinique : des compétences à développer, plutôt que des comportements à prioriser

L’évaluation de l’enseignement des sciences infirmières en milieu clinique : des compétences à développer, plutôt que des comportements à prioriser

Students’ perception of effective clinical teaching and teacher behaviour

Examining patient safety education in pre-registration nursing curriculum: Qualitative study

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