Effective Clinical Teaching Behaviors Views of Nursing Students and Nurse Educators at University of Gondar, Northwest Ethiopia: Cross-Sectional Institution Based Study

Abstract

Introduction: Clinical teaching behavior is a critical determinant for quality of clinical learning. Nursing students’ and instructor’s perception of effective clinical teaching behavior (ECTB) is important to modify and facilitate clinical education. Thus, the main purpose of this study was to assess the effective clinical teaching behavior (ECTB) as perceived by students and nursing instructors. Methods: Facility based cross-sectional descriptive study design was conducted among 178 participants. Data were collected using pre-tested and self-administered questionnaire. Effective clinical teaching behaviors were measured by Nursing Clinical Teacher Effectiveness Inventory. Data were analyzed using descriptive and independent sample t-test. An adjusted odds ratio with 95% confidence interval computed to determine the level of significance. Results: The most important rated ECTB as perceived by students was teaching ability. For instructors, nursing competences was the most rated ECTB. The overall mean of ECTBs of the students and instructors were 4.26 (0.52) and 3.52 (0.74) respectively. There was statistically significant mean difference between them (t = 5.888). Conclusion: There was a statistically significant mean difference between the students' and instructors’ perception of ECTBs. Thus, authors suggest nursing instructors to consider the presence of students who prefers different teaching methods.

Factors associated with teaching efficacy among nurse educators in hospital settings

“…While the lack of research exploring the relationship between core practice competencies and teaching efficacy limits further discussion, based on our results, we assume that those with high core practice competency have a greater likelihood of demonstrating high teaching efficacy. The work of Bifftu et al (2018) reports that while students rate teaching ability as the most important clinical teaching attribute for efficacy, instructors have been shown to rate nursing competency as the most important clinical teaching attributes for efficacy. Further studies are needed to validate the relationship between practice competencies and teaching efficacy.…”

“…The quality of clinical education in nursing programmes is crucial for meeting student learning outcomes and leading students to success (Oermann, 1998). A well‐structured clinical education has tremendous influence on the cultivation of students’ decision‐making, critical thinking, clinical reasoning and skills, ability to communicate, theoretical knowledge, interpersonal skills and attitude towards the nursing profession (Bifftu et al, 2018; Niederriter et al, 2017). Ultimately, effective clinical education stands to contribute to better patient safety and quality of care.…”

Clinical Teaching Effectiveness of Undergraduate Student Nurses in the United Arab Emirates

“…The study findings were consistent with other studies such as Bifftu et al study in Ethiopia, which found that the majority of students reported personality traits and teaching abilities as the most effective clinical instructors' behaviors. The majority of faculty members reported interpersonal relations and nursing competence as the most effective behaviors (Bifftu et al, 2018). In the Philippines, Soriano and Aquino found that the majority of the students selected personality traits and interpersonal relations as the most effective behaviors, and faculty members selected nursing competence and teaching abilities as the most effective ones (Soriano & Aquino, 2017).…”

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

“…However, this claim is contradicted, the presence of an instructor made the students anxious and felt like being examined (Msiska, Smith & Fawcett, 2014). Teachers' competence is the most influential factor in students' clinical learning (Bifftu, Dachew, Tiruneh, Ashenafie, Tegegne &Worku, 2018;Ludin & Fathullah, 2016). However, when the instructors had inadequate clinical experience, the students could not learn effectively in the clinical area (Jahanpour, Azodi, Azodi & Khansir, 2016).…”