Student’s perceptions of effective clinical teaching revisited

Kelly, Claudette

doi:10.1016/j.nedt.2006.12.005

Cited by 126 publications

(127 citation statements)

References 34 publications

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“…[1] In medicine, Irby [19] reported that lack of clear expectations for student performance, insufficient feedback, and inappropriate role models as obvious problems of effective clinical teaching. In nursing, Kelly [9] recognized that teacher knowledge, giving immediately feedback, active listening to students and availability of teacher as effective clinical teacher characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…In nursing, several research recognized that clinical instructors' knowledge, giving immediately feedback on students' performance, remain accessible, having active listening to students and demonstrating a breadth of knowledge in nursing are efficient clinical instructors' characteristics to change nursing education. [9] Therefore, the purpose of this study was to assess the clinical instructor's behaviors and nursing students' perceptions toward effective clinical instructor's characteristics that facilitate learning process.…”

Section: Significance Of the Studymentioning

confidence: 99%

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

Ismail

Aboushady

Eswi

2015

JNEP

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

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

Ismail

Aboushady

Eswi

2015

JNEP

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“…[20] The criterion of confirmability was also achieved when credibility, fittingness, and auditability were established. [21] …”

Section: Rigourmentioning

confidence: 99%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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“…Without theoretical knowledge or informed clinical educators, students lacked confidence and struggled to understand an appropriate course of action when confronted by actual clinical situations. For second year students, competent educators demonstrated their praxis as well as provided constructive evaluative feedback to address their desire for becoming nurse [21] .…”

Section: Learning Dynamicsmentioning

confidence: 99%

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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Background: Little is known about novice students' perspectives of safety in clinical learning. This gap prevents a comprehensive understanding of their efforts to demonstrate clinical competence while securing safety for stakeholders in increasing complex practice environments. The purpose of this study was to describe impediments to safe clinical learning as perceived by second year students enrolled in a baccalaureate nursing program.Methods: Q-methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning circumstances. Across two program sites in northern Ontario, Canada, 73 second year students sorted 43 theoretical statement cards identifying unsafe clinical practices and situations. Centroid factor analysis and varimax rotation yielded correlations between participants who held similar and different viewpoints about impediments to safety in clinical learning.Results: Three discrete perspectives and one consensus perspective constituted second year students' description of unsafe clinical circumstances. The discrete viewpoints were unprepared for role enactment, unsupported learning, and breached standards. There was consensus that a failure to demonstrate patient protection compromised clinical safety. The findings characterized unsafe clinical milieus as a combination of student, educator and programmatic accountability issues. Conclusions:The shared perspectives of novice learners call attention to student preparedness, learning support and adherence to disciplinary standards. Educators and clinicians are compelled to address these issues for the development of conscientious novices within a culture of safety.

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Student’s perceptions of effective clinical teaching revisited

Cited by 126 publications

References 34 publications

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

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

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

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