Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey

Alhosis, Khaled Fahad; El-Gawly, Hoda W.; Vallar, Lorna E.; Balajadia, Princess C.

doi:10.1891/1061-3749.23.1.e38

Cited by 1 publication

(1 citation statement)

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“…A class where students concentrate because it is fun, and not boring 24 (13.5) A class in which students participate voluntarily and present and cooperate 20 (11.2) A class that makes students feel the joy of learning 18 (10.1) A class in which a professor stimulates students to think a lot and offers opportunities to think 14 (7.9) A class that leads students to change in their life, philosophy, and perception and discover meaningful value 10 (5.6) A class that allows students to learn new perspectives and solve problems by themselves 9 (5.1) A class that leads students to study by themselves and strives students to know and explore 4 (2.2) A class that enables students to anticipate their future as a nurse (Alhosis et al, 2015;Wolf et al, 2004). 상호작 용은 간호학뿐만 아니라 의학에서도 좋은 교수의 요건으로 제 시되고 있는데 (Azer, 2005;Wolf et al, 2004)…”

Section: (169)mentioning

confidence: 99%

Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students

Il-Sun¹,

Kim²,

Lee³

2019

J Korean Acad Soc Nurs Educ

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Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

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