Humanistic Approach to Nursing Education: Lived Experiences of Iranian Nursing Students

Ghiyasvandian, Shahrzad; Bolourchifard, Fariba; Yekta, Z Parsa

doi:10.5539/gjhs.v7n2p87

Cited by 4 publications

(5 citation statements)

References 16 publications

(21 reference statements)

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“…a few researcher illustrate that according to nursing students, respecting students' personality by giving attention and understanding, respecting time of the nursing students and supporting them are ethical characteristics of academic clinical instructorsin nursing practice. [3] These findings are consistent with previous studies, which revealed that closed relationship and supportive behavior with students encourage their motivation, their work in clinical practice, increases criticism acceptance, better adaptation to stress and giving attention to the educational content obtainable by the clinical instructor. [16,17] Therefore, it is noted that the items in the teaching ability, evaluation and nursing competence respectively,interpersonal relations, and personality categories are nurturing actions consistent with the overall nursing principle of caring.…”

Section: Discussionsupporting

confidence: 82%

“…Furthermore, student-teacher communication affects students' attitudes. [3] The findings of this study differed from Western studies where students rated communication skills as the most important domains. [26] In the clinical practice environment, faculty may interpret these behaviors to have potential to be less well received by students than in a classroom environment and therefore may have used them less frequently.…”

Section: Discussioncontrasting

confidence: 53%

“…Exploration of effective clinical instructors' characteristics provides insight into improvement of educational programs quality for developing nurses. [3] …”

Section: Discussionmentioning

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: Discussionsupporting

confidence: 82%

Section: Discussioncontrasting

confidence: 53%

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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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“…17 Behavior of teachers has an eminent source that affects nursing students learning. 18 The most enhancing factors for the learning of nursing students are "Regular and punctual for class, good communication skills, encouraging the students to participate in class, while punishing students, threatening them and discouraging negatively impacts students learning.…”

Section: Funding Sources: Nonementioning

confidence: 99%

Perception of Nursing Students Regarding Learning Enhancing Attitudes and Behaviours of Teachers

Hussain¹,

Rahila²,

Khan

2022

J Farkhanda Inst Nurs Pub Health

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OBJECTIVES The purpose of this study was to identify the perceptions of nursing students regarding learning-enhancing factors of teachers’ attitudes and behavior. METHODOLOGY A descriptive cross-sectional study was conducted using a convenient sampling technique. Data were collected through a questionnaire from 125 nursing students at two public sector nursing colleges in Peshawar, Pakistan. Ethics approval was obtained from Institutional Review Board. Data were analyzed using SPSS version 20. RESULTS Out of the total selected sample, 31 participants were males and 94 were females. The mean age of respondents was 30 years. All the participants agreed that the attitude and behavior of teachers affected students learning. The most enhancing factors for the learning of nursing students were “Giving value to teaching”, “Motivation towards teaching”, “Accept Responsibility for the lecture”, “Having good knowledge of the subject matter”, and “Confidence in delivering the lecture”, “Interest in the lecture”, “Regular and punctual for class”, “Use Polite Language to students” etc.: While, “being suspicious about students success”, “Extra Expectation from students”, “Favoritism in students”, “Late for class”, “Punishing the students”, etc.: were regarded as not enhancing factors. CONCLUSION The nursing students were not fully satisfied with the nursing institutional environment. So, the teacher must adopt all those attitudinal and behavioral parameters which were perceived enhancing factors and avoid others.

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“…As a result, instructors should have a major influence on student behavior, which is shown in instructors' caring behavior. The clinical instructor should provide high-quality and safe healthcare to all categories of society, thereby influencing the self-efficacy of students (4) .…”

Section: Introductionmentioning

confidence: 99%

Clinical Instructor Teaching Behavior: Its Effect on Student Nurse Self-Efficacy

Mohamed¹,

ahmed

2022

International Egyptian Journal of Nursing Sciences and Research

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Background: Clinical instructors play a significant role in the education and training of professional nurses. Students observe the behavior of their instructor and adopt this behavior in their work. Clinical nursing instructor's behaviors affect the learning of students. If the clinical instructor is good with students in the workplace, the learning outcome will be positive. Aim: To assess the effect of clinical instructor teaching behavior on student nurses' self-efficacy. Research design: A descriptive quantitative correlational research design was used to conduct this study. Setting: Data were collected from students in the third and fourth levels of the Faculty of Nursing, Kafrelsheikh University. Subjects: This study included one group of student nurses attending nursing courses in the third and fourth levels of the Faculty of Nursing, Kafrelsheikh University (n = 422). Tools: Data were collected using two tools and send electronically by the researcher to disseminated through electronic Google Forms: Tool (I), The Revised Survey on Clinical Instructor Behavior; Tool (II), Self-Efficacy Formative Questionnaire. Results: The clinical instructor teaching behavior total score was significantly correlated with the Belief in Personal Ability domain score and the Belief That Ability Grows with Effort domain score (r = 0.571 and r = 0.683, respectively; p < 0.001). Moreover, the clinical instructor behavior total score was significantly correlated with the self-efficacy total score (r = 0.712, p < 0.001). Conclusion: The student participants rated clinical instructor behavior as "helped very much," indicating that it is more effective in improving student nurse self-efficacy. Recommendations: The faculty administrator must ensure that clinical instructors are aware of crucial clinical behavior features, and instructional tactics and attitudes can be reinforced, adjusted, or developed to help students see clinical learning as a beneficial experience.

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Humanistic Approach to Nursing Education: Lived Experiences of Iranian Nursing Students

Cited by 4 publications

References 16 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

Perception of Nursing Students Regarding Learning Enhancing Attitudes and Behaviours of Teachers

Clinical Instructor Teaching Behavior: Its Effect on Student Nurse Self-Efficacy

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