Nurses and challenges faced as clinical educators: a survey of a group of nurses in Cameroon

ETA, VIVIAN E. A.; Atanga, Mary Bi Suh; Atashili, Julius; D’Cruz, Gibson

doi:10.4314/pamj.v8i1.71085

Cited by 42 publications

(49 citation statements)

References 11 publications

(10 reference statements)

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“…Effective clinical teaching is critical for students' learning in the clinical setting [2,3]. This is because clinical teaching helps to prepare students for the work they will have to do as practicing nurses.…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of effective clinical teaching and teacher behaviour

Okoronkwo¹,

Onyia-Pat²,

Agbo³

et al. 2013

OJN

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Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning in-service education programmes for clinical teachers to promote student learning.

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Section: Introductionmentioning

confidence: 99%

Students’ perception of effective clinical teaching and teacher behaviour

Okoronkwo¹,

Onyia-Pat²,

Agbo³

et al. 2013

OJN

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“…[8,46,65] In reality many faculty and CIs learn on the job through experiential role performance, a finding implies that those who supervise and evaluate students may be insufficiently equipped for the role. [65] Difficulty balancing student learning with patient safety. Balancing complex patient needs with the learning needs of students is a major challenge for CIs.…”

Section: Challenges Associated With the Traditional Modelmentioning

confidence: 99%

“…These findings corroborate evidence in the literature that nursing students are often taught by clinicians who in most cases have limited or no prior formal teaching background. [8,45,65] It cannot be assumed that all clinically competent nurses can function effectively as clinical teachers. CIs must be well prepared with good nursing and teaching knowledge and experience.…”

Section: Challenges Associated With the Traditional Modelmentioning

confidence: 99%

“…[21] Given the need for students to prepare for the full scope of practice as an RN, [2] faculty and CIs must ensure that students are provided with opportunities to contextually experience complex skills such as decision making, delegation, and clinical reasoning. [61] To reduce the challenges CIs encounter during clinical teaching, both faculty and CIs, like in previous studies [3,64,65] recommended that the number of instructor-to-student ratio be moderated.…”

Section: Challenges Associated With the Traditional Modelmentioning

confidence: 99%

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The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Luhanga

2018

JNEP

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Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be "best practice" with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis. Results: Although both faculty and CIs described some positive experiences facilitating nursing students' learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors' familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors' control over students' learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation. Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

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“…After interviewing clinical nurse teachers, Eta, Atanga, Atashili, and D'Cruz concluded that failing to prepare clinical teachers to teach students in practice could limit students' ability to meet their daily clinical goals. [3] Considering that the number of nursing students will continue to rise in SA due to the increasing demand for nursing care, it is essential to explore the experiences that CTs encounter at the beginning of their academic careers. Based on these data, strategies can then be developed that may help teachers become more effective in their new roles.…”

Section: Introductionmentioning

confidence: 99%

Transitioning from nursing student to clinical teacher in Saudi Arabia

Aldawsari

Babenko-Mould²,

Andrusyszyn

2015

JNEP

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Despite the remarkable growth in programs and educational facilities in Saudi Arabia (SA) since 1969 when nursing education was introduced, and the influx of government funding to advance nursing education, nursing is often not considered to be a desirable career option or a valued profession in SA. The main socio-cultural reasons contributing to this issue are that nurses traditionally work in mixed-gender environments for long hours and during night shifts, which would cause many female nurses to be away from their families. Thus, newly graduated nurses tend to be employed in roles that are highly respected by society, such as in clinical teaching. However, most novice clinical teachers have not benefitted from front-line nursing experience or formal preparation as educators. Therefore, the purpose of this descriptive qualitative study was to explore Saudi Arabian nursing clinical teachers' (CTs) (n = 5) experiences of clinical teaching and engaging in student evaluation while employed in a nursing education program in SA. The findings emphasize the struggles experienced by CTs with clinical teaching roles and responsibilities, including student evaluation. Suggestions regarding how teaching roles, responsibilities, and evaluation could be enhanced are also shared. This study was the first study to explore the experiences of nursing clinical teachers in SA.

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Nurses and challenges faced as clinical educators: a survey of a group of nurses in Cameroon

Cited by 42 publications

References 11 publications

Students’ perception of effective clinical teaching and teacher behaviour

Students’ perception of effective clinical teaching and teacher behaviour

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Transitioning from nursing student to clinical teacher in Saudi Arabia

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