Abstract
Introduction: Clinical teaching behavior is a critical determinant for quality of clinical learning. Nursing students’ and instructor’s perception of effective clinical teaching behavior (ECTB) is important to modify and facilitate clinical education. Thus, the main purpose of this study was to assess the effective clinical teaching behavior (ECTB) as perceived by students and nursing instructors. Methods: Facility based cross-sectional descriptive study design was conducted among 178 participants. Data were collected using pre-tested and self-administered questionnaire. Effective clinical teaching behaviors were measured by Nursing Clinical Teacher Effectiveness Inventory. Data were analyzed using descriptive and independent sample t-test. An adjusted odds ratio with 95% confidence interval computed to determine the level of significance. Results: The most important rated ECTB as perceived by students was teaching ability. For instructors, nursing competences was the most rated ECTB. The overall mean of ECTBs of the students and instructors were 4.26 (0.52) and 3.52 (0.74) respectively. There was statistically significant mean difference between them (t = 5.888). Conclusion: There was a statistically significant mean difference between the students' and instructors’ perception of ECTBs. Thus, authors suggest nursing instructors to consider the presence of students who prefers different teaching methods.
Highlights
Clinical teaching behavior is a critical determinant for quality of clinical learning
The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) are divided into 5 sub-scales such as teaching ability, interpersonal relationships, personality, nursing competence, and evaluation
Overall the most important effective clinical teaching behavior (ECTB) as perceived by student and their instructors were: teaching abilities followed by nursing competence and nursing competences followed by personality trait respectively
Summary
Clinical teaching behavior is a critical determinant for quality of clinical learning. The main purpose of this study was to assess the effective clinical teaching behavior (ECTB) as perceived by students and nursing instructors. Conclusion: There was a statistically significant mean difference between the students' and instructors’ perception of ECTBs. authors suggest nursing instructors to consider the presence of students who prefers different teaching methods. It is through clinical teaching that students learn how to apply the abstract concepts of nursing theory into the real situations.[4,5] Nurse Educators play a pivotal role in the applications of these abstract concepts in the real area[4] and make nursing students prepare for future generation.[6,7,8] In these regard, clinical instructors are the most important and have the opportunity and potential to influence their students’ learning in clinical education.[7,8,9] A well-directed clinical education promotes students’ critical thinking, clinical judgments, decision making, clinical skills, clinical knowledge, and attitudes
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