Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study

Valiee, Sina; Moridi, G; Khaledi, Shahnaz; Garibi, Fardin

doi:10.1016/j.nepr.2015.09.009

Cited by 43 publications

(32 citation statements)

References 9 publications

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“…The behaviours and skills that promote effective clinical instruction include matching clinical teaching skills to student understanding and experience, having good communication skills, providing constructive feedback, facilitating a student-centered environment, and training clinical instructors (Levy et al, 2009). According to Valiee, Moridi, Khaledi & Garibi (2016) the instructors teaching performance is an important contributing factor to the quality of clinical education. In Speech & Language Pathology, the clinical supervisor and the students conduct problem solving activities and evaluations to build the best learning environment (McGovern andDean 1991, cited in Levy et al, 2009).…”

Section: Literaturementioning

confidence: 99%

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Hewitt-Thompson¹,

Rae²,

Anderson-Johnson³

2016

IJN

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This study explored baccalaureate students' perception of the characteristics of an effective clinical instructor utilizing the Whitehead Characteristics of Effective Clinical Instructor Rating Scale. The instrument is a 39 item 5 point Likert-type scale that measures, interpersonal relationships, personality traits, teaching practices, knowledge and experience, and evaluation procedures. This descriptive, cross-sectional study utilized a sample of 110randomly selected second and third year students from an urban school of nursing. Results showed that students regarded all characteristics as important (m= 4.05 to 4.76). A comparison of the means for the characteristics of an effective clinical instructor by year group, showed significant differences between the year groups for all five categories (p= 0.0001). A comparison of the mean characteristics of effective clinical instructors by age groups revealed statistically significant differences between the mean scores of interpersonal relationship (p= .005), personality traits (p= .024), teaching practices (p= .027) and evaluation procedures (p= .047). Students placed high levels of importance on the characteristics of the Clinical instructor. Therefore to ensure a suitable environment for learning, nursing schools could establish interactive feedback sessions with students and clinical instructors to ensure both groups have an understanding of their expectations of each other.

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Section: Literaturementioning

confidence: 99%

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Hewitt-Thompson¹,

Rae²,

Anderson-Johnson³

2016

IJN

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“…Novice RNs have this formal education but limited practical experience [11][12][13] often with insufficient exposure to a diverse set of clinical situations. [18][19][20][21][22][23] Novice RNs often lack confidence in their skills and find the transition from the role of student to working professional RN particularly challenging. [24] Confidence is a common theme in studies that have examined novice RNs' ability to learn skills required for safe patient care.…”

Section: Introductionmentioning

confidence: 99%

Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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“…In the present study the student reported clinical nurse educators must involve doing tasks in real environments & conditions and assign patients to students, and then they guide, help and carry out samples to facilitate students' learning. Similarly, Valiee et al (41) found that nursing students viewed 'treating students, clients, and colleagues with respect, being eager to guide students, manage their problems, and establish effective communication with students' as effective behaviors of clinical teachers that influence learning.…”

Section: Resultsmentioning

confidence: 99%

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

2017

IJND

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Nursing education is often divided into two distinctive types of courses which are both important and provide different contributions to learning namely; theoretical and practical courses. Clinical courses in the nursing baccalaureate program consist about 54% of the whole curriculum and provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills.Teaching styles are core to the teaching role of any educator in order to assist students in a learning situation to maximize their full potential to learn. Therefore, investigating the educational processes included a survey of the preferred teaching styles among the nurse education faculty based on the premise that quality teaching contributes to quality learning. Hence, the present study aims to investigate nursing students' perceptions of clinical nurse educators' teaching styles and their learning in clinical practice. A descriptive correctional study was used in carrying out this study. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the Faculty of Nursing from five levels of academic year, fourth, fifth, sixth, seventh, and eighth at the time of the study of the academic year 2015-2016 were included in the study (n= 196). Three tools were used for data collection namely; Clinical Nurse Educators Teaching Style Questionnaire, Students' Self-assessment Clinical Practice Scale, and Student Clinical Training Experience Satisfaction Scale. Based on the study findings of this study, it could be found clinical nurse educators teaching style was significantly correlated with students' self-assessment clinical practice and their learning satisfaction. Flexibility for personal development teaching style dimension not significantly correlated statistically with students' self-assessment clinical practice and their learning satisfaction. It was concluded that total mean of clinical nurse educator teaching style is 149.566 mean score which indicate they used student-centered approach in clinical learning environment and the student reported moderate satisfaction about learning. It is recommended to the learning in the clinical setting required knowledgeable and experienced clinical instructors with the ability to teach adult learners effectively and used learner-centered approach in clinical learning environment that had students' positive learning outcomes.

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Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study

Cited by 43 publications

References 9 publications

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

A Descriptive, Cross- Sectional Study Analyzing the Characteristics of an Effective Clinical Instructor: Perceptions of Baccalaureate Nursing Students

Effective patient safety education for novice RNs: A systematic review

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

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