Perceptions of nursing students on effective clinical preceptors in Phnom Penh National Hospitals, Cambodia

Koy, Virya

doi:10.18203/2320-6012.ijrms20150237

Cited by 12 publications

(14 citation statements)

References 22 publications

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“…Provision of a comprehensive orientation to clinical preceptors before they start handling students in the clinics is crucial for a successful clinical training program and should include an overview of the curriculum, their role as a clinical teacher, and assessment and evaluation processes. 5 These findings can help improve preceptor clinical teaching skills and in identifying areas they need to grow in. Health institutions should use this information for training to improve preceptor performance in clinical teaching, give confidence in using various teaching methodologies, and helping them to be good role models to increase the quality of education for nurses and midwives.…”

Section: Discussionmentioning

confidence: 99%

“…Past studies have shown reports of unsatisfactory experiences by both preceptors and students, marred by frustration, tension, and anxiety, which eventually led to failure. 5 Many preceptors work in the different referral hospitals in the Stung Treng region such as Stung Treng, Ratanakiri, Mondulkiri, Phreah Vihear, Kratie, and Chlong. This study addresses the effectiveness of the clinical teaching of preceptors at three referral hospitals; Stung Treng, Kratie, and Ratanakiri.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia

Yung¹,

Johns²

2019

Int J Res Med Sci

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Background: Students are not mere followers of teacher instructions, but fully aware and very observant of what differentiates a good clinical preceptor from a poor clinical preceptor and have expectations of how preceptors and clinical teachers should act. This study describes students’ perceptions on the effectiveness of clinical teaching practices of preceptors.Methods: A cross-sectional survey was conducted by using the Clinical Teaching Evaluation (CTE) Questionnaire to determine the level of effective clinical teaching by preceptors in the following areas: nursing expertise, teaching competence, and interpersonal relationship skills, and to identify characteristics (gender, age, program, and year level) associated with effective clinical teaching. The sample was composed of 158 randomly chosen students, Associate Degree Nurses and Associate Degree Midwives years 2 and 3, with clinical experience under preceptors at the 3 Referral Hospitals (Stung Treng, Kratie, and Ratanakiri) in Stung Treng region of Cambodia. Evaluations were ranked on a five-point scale with one being strongly disagree up to five being strongly agree.Results: The mean scores for all items were 0.739. Mean rating scores for effective clinical teaching of preceptors was 3.63, with nursing expertise at 3.72, teaching competence at 3.51, and interpersonal relationship skills at 3.65.Conclusions: The clinical teaching quality of preceptors can be improved by training with appropriate teaching methods with emphasis on effective clinical teaching practices to assist students in clinical competency.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia

Yung¹,

Johns²

2019

Int J Res Med Sci

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“…Interpersonal skills. Interpersonal skills were the next commonly identified effective characteristics of nursing faculty (24,27,34,42,44,47,48,50,51). Being genuine, caring, empathetic, respectful, approachable and supportive have all been suggested as important dimensions of interpersonal skills (39,51,56).…”

Section: Most Desirable Teaching Behaviours Of the Nursing Facultymentioning

confidence: 99%

Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

Labrague

McEnroe–Petitte

D’Souza

et al. 2019

Scandinavian Caring Sciences

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Aims Nursing faculty members play a pivotal role in the achievement of nursing students’ learning outcomes. A broader understanding of what constitutes effective teaching is essential in order to ensure that effective learning takes place in the clinical area. This review sought to identify the most and least effective nursing faculty characteristics as perceived by nursing students. Methods An integrative review of the literature was undertaken. Studies were sourced from the following electronic databases: PsycINFO, PubMed Central, CINAHL, Medline and Scopus. An electronic search of relevant studies published between 2001 and 2017 was conducted using the following search terms: ‘nursing’, ‘students’, ‘nurse faculty’, ‘nurse tutor’, ‘nurse educator’, ‘effective’, ‘clinical education’, ‘effectiveness’, ‘clinical instructor’, ‘nurse instructor’, ‘teaching behaviour’, and ‘teaching characteristics’. Findings Twenty‐nine articles met the inclusion criteria. This review revealed that nursing students value nursing faculty's competence and interpersonal skills over their personality traits. Furthermore, the review highlighted that there exists a lack of studies that examine individual factors, which may influence nursing students’ choice of teaching behaviours. Future studies linking teaching behaviours and nursing student learning outcomes are recommended. Conclusion Nursing faculty must strive to improve their professional competence and interpersonal skills in order to better provide quality education to nursing students.

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“…Nursing students gain knowledge from the clinical instructor attitude, content information, clinical skills and their teaching method (Koy, 2015) Student encouraged for learning by different following teacher qualities like giving feedback (constructive) to the students on time, encourage for skill practices by assign work, set the learning objective and provide different teaching skills for effective clinical teaching (Papathanasiou et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Nursing Students Challenges at Educational and Clinical Environment

2019

JHMN

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Introduction: Nursing students are facing a series of challenges progressively in the clinical practices as well as in education system. The influence of these challenges is on their learning skills. Gape between theoretical leaning and its implementation during the course of training has impact on nursing student's empowerment. Nursing students have emphasizes on education which taught by preceptor during their training but afterword in their practice and but clinical experience has been totally difference. Nursing students conduct their clinical practice in various kinds of clinical settings. The clinical learning environment is essential for students to most likely accomplish desired learning outcomes.Methods: Descriptive cross sectional study design was used. Study conducted on nursing students and total population for this research work 160 nursing students of Allama Iqbal Medical College at Jinnah Hospital, Lahore.Results: The findings of this research indicated that from the participant's point of views were follow as, the most important challenge in the educational environment were educator follow traditional ways of teaching in their nursing care (97.1%),no application of theoretical aspects of the nursing process in practice (69.6%), there is a gap between practice and education system (98.1%), the use of practice were follow as :there is a major difference what they were taught in class is similar what they practice at clinical environment (95.8%), student not received constructive feedback from nurse educator/clinical facilitator during accompaniment (96.2%).Conclusions: The gap between the theory and practice was an important finding. Practical-orientation and traditional view of educators, students and nurses about clinical competency based on practical skills that reduced the need of practice based on knowledge and research. Efforts to reduce the problems between the theory and practice in academic and clinical environment are needed to improve training of student nurses. Also education of professionalism and action based on work environment may be useful.

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Perceptions of nursing students on effective clinical preceptors in Phnom Penh National Hospitals, Cambodia

Cited by 12 publications

References 22 publications

Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia

Effectiveness of clinical teaching practices of preceptors in three referral hospitals at Stung Treng Region, Cambodia

Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

Nursing Students Challenges at Educational and Clinical Environment

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