Abstract
Clinical Instructor Teaching Behavior: Its Effect on Student Nurse Self-Efficacy
Highlights
Nursing is an exceptionally noble career in the healthcare system, playing an important role in the growth of the healthcare sector and providing sick individuals with sufficient hospital care and service to the community in the best possible way
Study setting: Data were collected from students in the third and fourth levels from the Faculty of Nursing, Kafrelsheikh University, Egypt
Most student nurses who participated in this study belonged to the age group of 21 to 24 years (95.5%), while only 4.5% of students belonged to the age group of 18 to 20 years
Summary
Nursing is an exceptionally noble career in the healthcare system, playing an important role in the growth of the healthcare sector and providing sick individuals with sufficient hospital care and service to the community in the best possible way. The tight bond between clinical instructor and student nurse may have an impact on nursing education quality and student self-efficacy. Aim: To assess the effect of clinical instructor teaching behavior on student nurses’ self-efficacy. Tools: Data were collected using two tools and send electronically by the researcher to disseminated through electronic Google Forms: Tool (I), The Revised Survey on Clinical Instructor Behavior; Tool (II), Self-Efficacy Formative Questionnaire. Results: The clinical instructor teaching behavior total score was significantly correlated with the Belief in Personal Ability domain score and the Belief That Ability Grows with Effort domain score (r = 0.571 and r = 0.683, respectively; p < 0.001). The clinical instructor behavior total score was significantly correlated with the self-efficacy total score (r = 0.712, p < 0.001). Conclusion: The student participants rated clinical instructor behavior as “helped very much,” indicating that it is more effective in improving student nurse self-efficacy. Recommendations: The faculty administrator must ensure that clinical instructors are aware of crucial clinical behavior features, and instructional tactics and attitudes can be reinforced, adjusted, or developed to help students see clinical learning as a beneficial experience
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