OJN  Vol.3 No.1 , March 2013
Students’ perception of effective clinical teaching and teacher behaviour
ABSTRACT
Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.

Cite this paper
Okoronkwo, I. , Onyia-pat, J. , Agbo, M. , Okpala, P. and Ndu, A. (2013) Students’ perception of effective clinical teaching and teacher behaviour. Open Journal of Nursing, 3, 63-70. doi: 10.4236/ojn.2013.31008.
References
[1]   Pearson, A. and Peels, S. (2008) Nursing—A global perspective. International Journal of Nursing Practice. http://onlinelibrary.wiley.com/doi/10.1046/j.1440-172x

[2]   Eta, V.E.A., Atanga, M.B.S., Atashili, J. and D’Cruz, G. (2011) Nurses and challenges faced as clinical educators: A survey of a group of nurses in Cameroon. The Pan African Medical Journal, 8, 28. doi:10.4314/pamj.v8i1.71085

[3]   Tamara, L., Buchel, T.L. and Edwards, F.D. (2005) Characteristics of effective clinical teachers. Family Medicine, 37, 30-35.

[4]   Irby, D.M. (2007) Effective clinical teaching and learning: Clinical teaching and the clinical teacher. http://www.med.cmu.ac.th/ssecret/meded/ct2.htm

[5]   Levy, L.S., Sexton, P., Willeford, K.S., Barnaum, M.G., Guyer, M.S., Gardner, G. and Fincher, A.L. (2009) Clinical instructor characteristics, behaviours and skills in allied healthcare settings: A literature review. Athletic Training Educational Journal, 4, 8-13.

[6]   Steves, A.M. (2005) Improving the clinical instruction of student technologists. Journal of Nuclear Medicine Technology, 33, 205-209.

[7]   Sch?nwetter, D.J., Lavigne, S., Masurat, R. and Nazarko, O. (2006) Students’ perception of effective classroom and clinical teaching in dental and dental hygiene education. Journal of Dental Education, 70, 624-635.

[8]   AllisonJones, L.L. and Hirt, J.B. (2004) Comparing the teaching effectiveness of part time & full time clinical nurse faculty. Nursing Education: Perspectives, 25, 238-243.

[9]   Sharif, F. and Masoumi, S. (2005) A qualitative study of nursing student experiences of clinical practice. BioMed Central Nursing, 4, 6. doi:10.1186/1472-6955-4-6

[10]   Fugill, M. (2005) Teaching and learning in dental student clinical practice. European Journal of Dental Education, 9, 131-136. doi:10.1111/j.1600-0579.2005.00378.x

[11]   Kelly, C. (2007) Students’ perceptions of effective clinical teaching revisited. Nurse Education Today, 27, 885-892. doi:10.1016/j.nedt.2006.12.005

[12]   Lee, C., Cholowski, K. and Williams, A.K. (2002) Nursing students’ & clinical educators’ perceptions of characteristics of effective clinical educators in an Australian school of nursing. Journal of Advanced Nursing, 39, 412-511. doi:10.1046/j.1365-2648.2002.02306.x

[13]   Hobach S.M and Talbot, D.M. (2001) Understanding students’ evaluations. College Teaching, 49, 7555-8756.

[14]   Talwar, D.S. and Weilin, S. (2005) Qualities of an effective teacher: The dental faculty perspective. Journal of Dental Education, 69, 116.

[15]   AlHaqwi, A.L., van der Molen, H.T., Schmidt, H.G. and Magzoub, M.E. (2010) Determinants of effective clinical learning: A student and teacher perspective in Saudi Arabia. Education for Health, 23, 369. http://www.educationforhealth.net/

[16]   Martens, M.J.C., Duvivier, R.B., Dalen, J.V., Maarten, G., Verwijnen, G.M., Scherpbier, A.J.J.A. and Vleuten, C.P.M. (2009) Student views on the effective teaching of physical examination skills: A qualitative study. Medical Education, 43, 184-191. doi:10.1111/j.1365-2923.2008.03283.x

[17]   Gillespie, M. (2002) Student-teacher connection in clinical nursing education. Journal of Advanced Nursing, 37, 566-576. doi:10.1046/j.1365-2648.2002.02131.x

[18]   Lambert, V. and Glacken, M. (2005) Clinical education facilitators: A literature review. Journal of Clinical Nursing, 14, 664-673. doi:10.1111/j.1365-2702.2005.01136.x

 
 
Top