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Authors
Affiliations
1 University of Hail, SA
Source
International Journal of Advances in Nursing Management, Vol 4, No 3 (2016), Pagination: 235-240
Abstract
The purpose of this study is to identify the perceptions degree of nursing students and faculty of characteristics of clinical faculty that are most beneficial to student learning outcomes and whether there are differences between these two groups. Clinical faculty members have a pivotal role in the education and development of nursing students. Exploration of effective characteristics provides insight into improvement of educational programs for developing nurses. Therefore, it is useful to identify characteristics that lead to highly effective skills and techniques of those in instructional roles. More research is needed to clarify the characteristics of clinical faculty that are most beneficial to student learning outcomes. Objectives: 1.To identify the most effective clinical teaching behavior as perceived by the student and faculty of college of nursing. 2.To compare the perception of effective clinical behavior as perceived by the student and faculty of college of nursing. Design: The study will employ a descriptive exploratory design with a self-reporting questionnaire. Setting: The population is all students enrolled in nursing College of Hail University. The sample for this study will consist of (n = 200) an anticipated convenience sample of 150 nursing students in various levels of their programs and 50 faculty members from the same programs. Instrument and tools: The instrument used in this study, was adapted from the Clinical Teaching Evaluation instrument. The CTE was developed by Dr. Carolyn Fong at San Francisco State University in San Francisco; CA. Written permission to use the instrument was obtained. This instrument was selected for use in relation to the content it encompassed. The CTE consists of the most prevalent behavior categories (nursing competence, teaching competence and consideration of students) found repeatedly in prior studies involving effective clinical teaching behaviors. The CTE instrument consists of 25 clinical teaching behaviors in which the subjects rated the importance of each behavior using a 5-point Likert - type scale ranging from 5-very important to 1-of no importance. Additional ranking of important teaching behaviors found were then listed in order of importance in section ii. Section ii requests the students to rank the top five most important teaching behaviors listed on the instrument in order of importance. A brief demographic survey of the sample was included to determine student status. The CTE has three specific categories of behaviors that accumulate the (25) individual behaviors which include: teaching competence (7), nursing competence (9), and consideration of students (9). Findings: The study findings are the result of ranked mean item scores based on the percentage response of the 25 item CTE instrument and the results of a Mann Whitney U test conducted from the students and faculty sample data. Key Conclusion: The foundation of this study is based on the enhancement of nursing education and the identification of effective clinical teaching behaviors as perceived by nursing students and faculty.
Keywords
Effective Clinical Teaching Behaviours, Clinical Teaching Evaluation.
