Teaching Excellence: What Great Teachers Teach Us

Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: A cross-sectional, correlational survey

“…There was no difference in perspectives based on cultural background, gender or discipline (medicine and dentistry). Johnson-Farmer and Frenn's (2006) research into clinical teachers' perceptions of their teaching behaviours and strategies found that the teachers' perceptions of their practice matched the perceptions of nursing students in other studies. Similar to Hand (2006), Johnson-Farmer and Frenn (2006) found that students and clinical teachers alike expected clinical teachers to be up-to-date with knowledge, have excellent communication skills and the ability to enthuse students about learning, encourage students to ask questions and employ a variety of teaching strategies that positively influence nursing students' clinical learning.…”

“…Johnson-Farmer and Frenn's (2006) research into clinical teachers' perceptions of their teaching behaviours and strategies found that the teachers' perceptions of their practice matched the perceptions of nursing students in other studies. Similar to Hand (2006), Johnson-Farmer and Frenn (2006) found that students and clinical teachers alike expected clinical teachers to be up-to-date with knowledge, have excellent communication skills and the ability to enthuse students about learning, encourage students to ask questions and employ a variety of teaching strategies that positively influence nursing students' clinical learning. Kelly (2007) and Edgecombe and Bowden (2009) emphasized interpersonal skills, particularly the ability to communicate clearly and build respectful relationships with nursing students in the clinical setting, knowledge, competence, role modeling, and willingness and ability to provide constructive feedback as clinical teacher attributes that have a positive influence on students' clinical learning experiences.…”

“…Ali, 2012;Edgecombe andBowden, 2009, 2014;Gignac-Caille and Oermann, 2001;Johnson-Farmer and Frenn, 2006;Hanson and Stenvig, 2008;Hayajneh, 2011;Kelly, 2007;Knox and Mogan, 1985;Kube, 2010;Lee et al, 2002;Okoronkwo et al, 2013;Rehan, 2012;Remshardt, 2002). Singh et al (2013) found in their study of medical teachers that faculty perspectives were similar, regardless of discipline, gender or cultural background.…”

Diálogo: rede que entrelaça a relação pedagógica no ensino prático- reflexivo

“…When a student has difficulty in understanding by an apparent inability or lack of will, the professor should consider that this failure may not be related to limitations of the student or to the instructions, but to refusal to give up something the student values (2) . The professor, when faced with these difficulties, can seek teaching-learning strategies that are more appropriate to the needs and particularities of a certain group or of a student and of society in general (20)(21) . Feedback from professor to student, pointing out their fortes and weaknesses, as well as the combination of students with higher performance with those that have some difficulty also contribute so the training process become of excellence (20) .…”

“…The professor, when faced with these difficulties, can seek teaching-learning strategies that are more appropriate to the needs and particularities of a certain group or of a student and of society in general (20)(21) . Feedback from professor to student, pointing out their fortes and weaknesses, as well as the combination of students with higher performance with those that have some difficulty also contribute so the training process become of excellence (20) . The teaching-learning process, during nurse training, aims to educate professionals so they are not only scientifically trained, but aims to educate nurses as human beings, by means of an approach in which professor and students are increasingly close, with a high degree of satisfaction, tranquility, and confidence as for the professional training (14) .…”