Strengths and weaknesses of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive study

Wolf, Zane Robinson; Bender, Pamela J; Beitz, Janice M.; Wieland, Diane; Vito, Kathleen

doi:10.1016/j.profnurs.2004.03.003

Cited by 41 publications

(19 citation statements)

References 13 publications

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“…Nurse educators in the academic setting might be chosen for their clinical rather than their teaching experience and some might have limited preparation for classroom teaching, which could have an impact on their enthusiasm and ability to teach (Wolf, Bender, Beitz, Wieland, & Vito, 2004). Academic staff do not model the "actual practice of nursing" in contrast to practice base colleagues (Felstead, 2013;p.…”

Section: Discussionmentioning

confidence: 99%

The influence of role models in undergraduate nurse education

Jack

Hamshire

Chambers

2017

Journal of Clinical Nursing

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Section: Discussionmentioning

confidence: 99%

The influence of role models in undergraduate nurse education

Jack

Hamshire

Chambers

2017

Journal of Clinical Nursing

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“…[10] found that undergraduate students perceived teaching strategies, faculty enthusiasm and knowledge base, faculty support of students efforts are faculty strengths points. Also [9] found that teaching methods was chosen by students as the next most frequent characteristics of effective teacher/instructor after personality attributes.…”

Section: Students' Perceptions Of the Quality Dimensions Of All Nursimentioning

confidence: 99%

Quality of Nursing Courses as Perceived by Students: Relationship with Their Academic Achievement in Palestine College of Nursing

Awad¹

2015

OJN

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The purpose of this study was to determine the Bachelor Science of Nursing (BSN), student's perceptions of the quality of nursing courses taught at Palestine College of Nursing (PCN), which were fundamentals of nursing course, adult nursing course, pediatric nursing course, maternity nursing course, community nursing course, mental health and psychiatric nursing course and nursing management and leadership course, and its relationship with their academic achievement. The Palestine College of Nursing is governmental and Ministry of Health (MOH) affiliated. The sample included 467 nursing students registered in the college who studied the previously mentioned nursing courses. Data were collected using a self-administered questionnaire developed by the researcher, and guided by literature. That was to assess the included nine quality dimensions of the nursing courses as perceived by the students. Content validity and reliability tests were done for the tool. The study revealed that the total students' perceptions of the quality of all nurses courses were within average quality level (80.42%). The nursing management course and community health nursing course were of the first two ranks of high quality level (84.54%, and 84.48%, respectively), where mental health and psychiatric nursing course, fundamentals of nursing course, adult health nursing course, pediatric nursing course and maternity health nursing course were the next ranks of average quality level. The study revealed that students' perceptions of seven dimensions from nine were with average quality level (80.50%). The first rank was the "teacher/instructor characteristics and attributes", dimension of high quality level (84.44%), while the last rank was "teaching methodology" dimension of average quality level (77.54%). There was a positive relationship between students' achievement and the courses' quality dimensions, pertaining objectives of the course, contents of the course, teacher/instructor competencies, teacher characteristics, teaching methodology, students/teacher interaction and course evaluation. The study recommended improving the quality of nursing courses for better level and to improve the quality of some dimensions like using different teaching strategies, the quality of clinical settings, and improve the quality of nursing instructors in some clinical areas. Finally the researcher Y. M. Awad 37 recommend for further studies about concerning quality in nursing education.

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“…A class where students concentrate because it is fun, and not boring 24 (13.5) A class in which students participate voluntarily and present and cooperate 20 (11.2) A class that makes students feel the joy of learning 18 (10.1) A class in which a professor stimulates students to think a lot and offers opportunities to think 14 (7.9) A class that leads students to change in their life, philosophy, and perception and discover meaningful value 10 (5.6) A class that allows students to learn new perspectives and solve problems by themselves 9 (5.1) A class that leads students to study by themselves and strives students to know and explore 4 (2.2) A class that enables students to anticipate their future as a nurse (Alhosis et al, 2015;Wolf et al, 2004). 상호작 용은 간호학뿐만 아니라 의학에서도 좋은 교수의 요건으로 제 시되고 있는데 (Azer, 2005;Wolf et al, 2004)…”

Section: (169)mentioning

confidence: 99%

“…전문적 지식과 전략적 교수, 긍정적인 학습 분위기 조성, 전문 직 의식 등을 갖춘 수업 (Wolf, Bender, Beitz, Wieland, & Vito, 2004) (Jeong, 2012;Seo, 2004). 이 네 관 점은 모든 수업에서 필요로 되는 핵심으로 경우에 따라 가장 적절한 방법으로 수업에 적용하는 것이 요구된다 (Jeong, 2010) 고 하였지만, 학습자가 학습의 주체로서 자기주도적 학습과 경 험적 실천을 강조하는 학습자 중심의 교육으로 전환되어야 한 다는 주장도 있다 (Kang & Choo, 2009).…”

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Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students

Il-Sun¹,

Kim²,

Lee³

2019

J Korean Acad Soc Nurs Educ

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Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

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Strengths and weaknesses of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive study

Cited by 41 publications

References 13 publications

The influence of role models in undergraduate nurse education

The influence of role models in undergraduate nurse education

Quality of Nursing Courses as Perceived by Students: Relationship with Their Academic Achievement in Palestine College of Nursing

Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students

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