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

Ludin, Salizar Mohamed; Fathullah, Nik Mohamed Nik

doi:10.1016/j.nedt.2016.05.007

Cited by 34 publications

(32 citation statements)

References 25 publications

(44 reference statements)

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“…Nursing students rated the ‘professional competence’ of nursing faculty as the most essential teaching characteristic, followed by ‘fair and objective evaluation’ and ‘relationship with students’. Similarly, Ludin and Fathullah and Allison‐Jones and Hirt conducted a study to identify behaviours of nursing instructors considered to be effective by nursing students using the NCTEI. Nursing students were asked to identify behaviours that they considered to be effective in their clinical learning.…”

Section: Resultsmentioning

confidence: 99%

“…This involves attributes such as demonstrating clinical skills and judgement as well as effective communication skills, having exceptional knowledge in nursing, and being a positive role model (52). 'Professional competence' was identified in nine articles as the most effective teaching behaviour (23,(28)(29)(30)35,37,44,46,49 competence' of nursing faculty as the most essential teaching characteristic, followed by 'fair and objective evaluation' and 'relationship with students'. Similarly, Ludin and Fathullah (35) and Allison-Jones and Hirt (44) conducted a study to identify behaviours of nursing instructors considered to be effective by nursing students using the NCTEI.…”

Section: Most Desirable Teaching Behaviours Of the Nursing Facultymentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…Ludin and Fathullah believed that clinical teachers determine the quality of learning experience for healthcare students in the clinical settings and reported that the clinical educator's ability to provide constructive feedback is an important attribute that positively influences students learning experience. 10 Clinical educators should consider this and devise strategies to support the students' during their clinical placements. In Wijbenga, Bovend'Eerdt and Driessen study students apricated the clinical teachers who provided feedback regularly.…”

Section: Discussionmentioning

confidence: 99%

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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Background Clinical education is the cornerstone of physiotherapy education and it plays a pivotal role in shaping physiotherapy students’ attitude towards future professional practice. But the implementation of physiotherapy clinical education varies significantly between the institutions. Clinical educators adapt various strategies to teach students in the clinical settings which have several advantages as well as disadvantages. Research has shown several factors influencing the clinical education of healthcare students and the objective of this study was to explore the factors that affect the effectiveness of clinical education of physiotherapy students. Methods This research used mixed-methods approach and included 34 physiotherapy students and 26 clinical educators. Data collection was conducted in two stages. First stage of data collection used a 13 items survey at the end of 12 weeks of clinical placements to collect the student’s perspectives about clinical education. Then the second stage of data collection used semi-structured interviews that included both students and clinical educators. Results Descriptive statistics of the survey was useful to analyze the survey results and majority of students reported clinical education was effective and high levels of satisfaction was found among the students about the placement environments and clinical educator skills. Clinical education fulfilled students learning needs and the educators provided necessary support and supervision. However, the findings showed few factors hindering the effectiveness of clinical education and the qualitative study was useful in exploring those factors that are related students, clinical educators and the physiotherapy curriculum. Conclusion The findings of this study are useful to clinical educators, students and academic leaders in physiotherapy as it provides an insight into the factors that affect the effectiveness of clinical education and recommends evidence-based educational strategies to overcome those factors.

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“…15 Studies cite the need for the existence of what they call clinical credibility or clinical competence, defined as the ability to offer direct assistance to patients, as an imperative characteristic of the nursing professor, because assists in the quality of teaching. 16 There are many polarizations or dichotomies that have sustained the professional history of nursing and, equally, the history of teaching in nursing. The nurses' identity process is, among other things, "white angel/prostitute, mother/lover, rich/poor, white/black, good family girl/dubious family girl, nursing has no sex/pornographic character", teacher/career, dressed in a uniform/semi-naked lingerie".…”

Section: Discussionmentioning

confidence: 99%

Between Those Who Think and Those Who Do: Practice and Theory in Nurse Teaching

Lazzari

Martini

Prado

et al. 2019

Texto contexto - enferm.

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Objective: to identify the opinions of professors about the relationship between theory and practice in nursing. Method: descriptive analytical, qualitative study. Eighteen professors from two universities (one federal and one private) from the southern region of the country participated. Data collection took place between July and September 2014, through semi-structured interviews. Open and axial coding as proposed by Strauss and Corbin, with the help of Atlas ti® 7 software was used for data collection. Results: the following categories emerged: The centrality of the practice for teaching and The specialist x generalist dichotomy: contrasting discourses. Conclusion: the opinions of professors about theory and practice in nursing are widely conflicting. In areas considered of greater complexity, mastery of content is prefered and considered advantageous. The relationships that nurses and nursing professors maintain with knowledge influence the disconnection between theory and practice.

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

Cited by 34 publications

References 25 publications

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

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

Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

Between Those Who Think and Those Who Do: Practice and Theory in Nurse Teaching

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