Nursing Clinical Teacher Effectiveness Inventory Research Articles

Student Perceptions of Clinical Instructor Characteristics Affecting Clinical Experiences: a Systematic Review

Objective: The aim of the study is to investigate how students perceive the characteristics of clinical instructors that have an impact on their clinical experiences and aid programs in improving clinical education, and to evaluate the effectiveness of clinical instructor characteristics. Design: Study of a systematic review. Data sources: From three online web databases including PubMed, EBSCOhost (CINAHL), and Science Direct. In addition, searches for key article references were carried out. Review studies that were published from 2017 to 2022. Review methods: A five hundred sixty-two extracted literature from databased articles published in no more than five years, the PRISMA flowchart clarifying the data collection procedure which was manually reviewed, and the study included 19 documents for further analysis. Results: Through the investigation of 19 studies that met the criteria: nine qualitative studies, eight quantitative studies, and two mixed methods. The majority of these studies were cross-sectional descriptive studies while one of them was a quasi-experimental design a pretest-posttest. Two studies from quantitative design utilized the same instrument as a standardized tool used to measure the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) survey tool developed by Knox and Mogan (1985). Conclusion: The experiences and opinions of many students’ nurses, faculties, and clinical instructors about the characteristics of CI is an ongoing and fluctuating process according to their perceptions of them. However, clinical instructors are crucial in helping student nurses develop the skills necessary to be effective and competent practitioners.

Comparing the Relationship between Iranian Clinical Educators' Teaching Behaviors and Undergraduate Nursing Students' Professional Behaviors.

Background:The effectiveness and efficacy of teaching behaviors by clinical educators need to be determined and applied in caring environments, wherein students' seminal Professional Behaviors (PBs) are being shaped. Here, we endeavor to compare the relationship between Iranian clinical educators' teaching behaviors and undergraduate nursing students' PBs.Materials and Methods:This descriptive correlational study was conducted on 189 students enrolled in the second, third, and fourth academic years at Urmia University of Medical Science in 2019. The instruments were the Nursing Students' PBs Scale (NSPBS) and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Data were analyzed by Pearson correlations test and linear regression model.Results:A significant positive correlation between the NSPB and NCTE in the fourth year (r = 0.42, p = 0.001) was about twice as much as the second (r = 0.28, p = 0.017) and third ones (r = 0.28, p = 0.033). Nursing competency, teaching skills, and communication domains were respectively the most effective ones related to the second- (r = 0.35, p = 0.003), third- (r = 0.32, p = 0.015), and fourth-year NSPBs (r = 0.46, p < 0.001). Teaching skills and nursing competency domains had the lowest significant relationships with the second- (r = 0.25, p = 0.034) third- (r = 0.30, p = 0.023) and fourth-year NSPBs (r = 0.35, p = 0,006), respectively.Conclusions:The comparison between the two mentioned variables in the academic year can provide appropriate information about potential problems of clinical education to develop clinical facilitation models.

Relationship between the Role of the Clinical Instructor, Students’ Self-efficacy, and Academic Achievement

Background: Learning environment has a direct effect on students’ self-efficacy. In clinical training, instructors should provide the support for their students to cope with this stressful environment and to enhance students’ achievement. We examined the role of the clinical instructor and students’ self-efficacy by two validated questionnaires to find the relationship between these two factors. Objectives: This study aims to investigate the relationship between the role of the clinical instructor, students’ self-efficacy, and academic achievement. Subjects and Methods: This is a correlational and predictive study; the study population included all fifth-year undergraduate (number=154) medical students at the Faculty of Medicine, Suez Canal University (FOM-SCU). The instruments were Medical Achievement Self-Efficacy Scale (MASS) to measure students’ self-efficacy and Nursing Clinical Teacher Effectiveness Inventory (NCTEI) to find out the characteristics of the effective teacher from the students’ point of view. The academic achievement of the students was measured through their scores in the OSCE exams in six clinical rounds. Results: The descriptive statistics of the two factors of the MASS questionnaire reveals that the students were highly satisfied with factor regarding outcome expectancy with mean= 3.59. The descriptive statistics of the six factors of the NCTEI questionnaire reveals that the students were highly satisfied with factor 5 (mentoring) with mean= 4.96. The Pearson’s correlations revealed positive correlation between the construct of self-efficacy and all factors of NCTEI and academic achievement. Multiple linear regression analysis of the mean scores of student’s responses to MASS revealed significant predictions. Conclusion: The study concludes that medical students positively perceive their self-efficacy, which influences the development of their interests and goals. So, this study highlights the importance of the role of the clinical educator, especially as a mentor, for enhancing the perceived self-efficacy of the students.

Nurse trainees’ perception of effective clinical instructor characteristics

ObjectivesClinical education and experience in the clinical environment play an important role in shaping the clinical experience. Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care. It mandates for the clinical instructor with desired qualities, to have a positive influence in clinical education. This study examined nurse trainees’ perceptions of clinical instructor characteristics. MethodsThe current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design. Using convenience sampling, 302 trainees were chosen as participants for the study, and there were 296 respondents. The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) tool. ResultsThe findings of the study revealed that the clinical instructors have scored high in personality (scoring percentage = 84.0%) and relatively low in teaching ability (scoring percentage = 81.3%). Also, the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension. ConclusionsNursing trainees indicated the instructors as having good personality and relatively low teaching ability. This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement. This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.

The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

Background: Nursing faculty staff members and their assistants play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence in clinical nursing faculty may be one avenue to develop clinical teaching effectiveness. The aim was to investigate the relationship between faculty staff members and their assistants’ emotional intelligence and their clinical teaching effectiveness. Design: descriptive correlational research design was used. Setting: the study was conducted at Faculty of Nursing, Helwan University. Sample: all faculty staff members and their assistants (N = 53). Tools: Emotional Intelligence Scale (EIS), Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and Socio - demographic data page. Results: the majority of nursing educators had higher perceptions about themselves regarding emotional intelligence and clinical teaching effectiveness. Conclusion: the study indicated a statistical positive significant relationship between emotional intelligence and clinical teaching effectiveness (r = 0.52 p=0.000). Recommendations: Providing faculty staff members and their assistants with regular educational workshops and seminars to provide enough training on how to develop and improve their own and students’ emotional intelligence skills which have a positive impact in clinical teaching. Possibilities for future researches were discussed.

Attributes of an Effective Clinical Teacher in Undergraduate Medical Education: Students' Perspective

Background: A good clinical teacher constitutes one of the major factors towards providing quality educational environment in the wards for medical students. Modern era has opened new domains for defining methods for clinical teaching as well as new roles for a clinical teacher. This study aims at exploring medical student' perspectives regarding attributes of an effective clinical teacher.&#x0D; Methods: This mixed method study involved final year MBBS students of Aziz Fatima Medical and Dental College, Faisalabad from August 2018 to November 2018.Seventy-five medical students filled the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) questionnaire after taking informed consent. This was followed by seven individual face to face interviews of students consenting for interview.&#x0D; Results: Most important attribute for an effective clinical teacher was reported having good interpersonal skills (95.2%) followed by having skills of evaluation (90.7%) , clinical competence (84.7%) , good personality traits (83.2%) and teaching skills (81.1%).Students felt it most important to have a teacher who is approachable and with whom they can communicate easily.&#x0D; Conclusion: In the present era of medical education, an undergraduate medical student expects his clinical teacher to be approachable, professional, a positive role model with good interpersonal and teaching skills

Expected professional and personal characteristics of clinical mentors: Differences between physiotherapy and social gerontology students

Background: Clinical mentors play an important role in the development of knowledge and the acquisition of competencies of different health professionals. The success of the entire mentoring process also depends on the professional and personal characteristics of the clinical mentor. The purpose of this study was to identify which professional and personal characteristics of clinical mentors are relevant to physiotherapy (PHT) and social gerontology (SG) students.&#x0D; Methods: The web survey was performed between January 20 and May 15, 2018, using the adapted version of the nursing clinical teacher effectiveness inventory. The final sample consisted of 100 PHT and SG students from one of the Slovenian Universities.&#x0D; Results: The competencies “explains clearly” (p ˂ 0.001) and “takes responsibility of own actions” (p = 0.023) were statistically significantly more relevant to PHT students than to the SG students. The competencies “explains clearly” (p ˂ 0.001), “demonstrates clinical skill and judgment” (p = 0.033), “takes responsibility of own actions” (p = 0.023), and “is self-critical” (p = 0.023), were statistically significantly more relevant to PHT than to the SG students, while the statements “discusses current development in his/her field” (p = 0.002), “communicates expectations of students” (p = 0.029), “demonstrates empathy” (p = 0.037), “demonstrates enthusiasm” (p = 0.005), and “has a good sense of humor” (p = 0.005) were statistically significantly more relevant to SG students.&#x0D; Conclusion: The contrast in responses reflects the differences in the nature of both professions: The predominantly instrumental nature of PHT and the predominantly expressive nature of SG.

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Important information about the clinical education can be revealed by nursing students’ initial expectations and final evaluation of mentors’ competences, and mentor’s self-evaluation of their competences. The aim of this study was to examine whether these constructs can be used for evaluating the atmosphere in clinical education. This was a nonexperimental prospective study. Data were collected between January and April 2012, in 12 clinics at the University Hospital Osijek. The participants were undergraduate nursing students in years 1, 2, and 3 (n = 150) and their mentors (n = 35) at the Faculty of Medicine, University of Osijek, during the academic year of 2012/2013. The instrument was a modified version of the questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competence expected from a mentor; after the clinical practice, the students estimated how often their mentor possessed and applied those competences. Mentors have evaluated their own competences according to the same items. Comparison of students’ expectations and estimates shows significantly higher expectations of first and third year students (p &lt;0.001). Mentors’ self-assessed competences, compared to students' evaluations, were rated significantly higher by mentors of all three years (p &lt;0,001). The comparison of nursing students’ initial expectations and final evaluation of mentors’ competences, and mentor’s self-evaluation of their competences, when they are significantly different, can provide relevant information about potential problem in clinical education.

The effect of clinical nursing instructors on student self-efficacy

Clinical practicum experiences for nursing students provides the students an opportunity to apply concepts learned in class, practice skills learned in lab, and interact with patients, families, and other nurses. Although students look forward to these experiences, they often feel intimated and anxious about them. Clinical instructors play an important role in this experience and can either help or hinder student learning and self-efficacy. Using Bandura's Social Learning Theory as foundation, this descriptive study examined the relationship between perceived instructor effectiveness and student self-efficacy. Data were collected from a BSN school of nursing at a Midwestern USA comprehensive masters university. The instruments used were the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and the student self-efficacy (SSE) questionnaire. Participants (n = 236) were from a traditional nursing program with 86% female and 14% male. Data was analyzed using Pearson's correlation and MANCOVA. Results indicated: Out of the five areas of attributes, one area showed significant (p < .01) difference between the lower and higher self-efficacy groups and with specific teacher behaviors within the Evaluation category. Students with high self-efficacy reported faculty who suggested ways to improve, identified strengths and weaknesses, observed frequently, communicated expectations, gives positive reinforcement ad corrects without belittling. This can help faculty develop behaviors that increases student learning and student self-efficacy.

Specificities and differences in nursing students' perceptions of nursing clinical faculties' competences.

The impact that clinical faculty have on students is often misunderstood and this research gives us information about how the students' needs and perceptions change over the course of time. The aim of this study is to examine the specificities and differences between expectations and evaluations of clinical faculty's competences done by the first, second and third year undergraduate nursing students (N = 135). The instrument was a modified version of a questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competency expected from a clinical faculty (Questionnaire 0); after the clinical practice, the students estimated how often their clinical faculty possessed and applied those competencies according to the same items (Questionnaire 1). The first-year students had significantly higher expectations of their clinical faculty, particularly in terms of Teaching Ability (P = .001), while the second-year students had significantly lower expectations, particularly for clinical faculty Personality (P = .001). After the clinical practice, the overall clinical faculty competence evaluations were significantly lower among first-year students (P = .006), while the third- and second-year students' evaluations of the clinical faculty more closely matched their expectations. The quality of clinical practice largely depends on the clinical faculties' competencies.

The Relationship Between Emotional Intelligence and Clinical Teaching Effectiveness in Nursing Faculty

Nursing faculty play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence (EI) in clinical nursing faculty may be one avenue to develop teaching effectiveness. This study investigated the relationship between EI and clinical teaching effectiveness of nursing faculty in an undergraduate nursing program. Using a cross-sectional correlation design, data were collected from a convenience sample of nursing faculty (N = 47) using the BarOn Emotional Quotient Inventory: Short (EQ-i:S), the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and a demographic data page. The results indicated a statistically significant positive relationship between the EQ-i:S and the NCTEI total scores (rs = .599, P < .01) and between many subscales of these tools. These findings contribute new knowledge to nursing education, including the following: (a) a significant relationship between EI and clinical teaching effectiveness exists, (b) faculty exhibit effective overall EI functioning with room to enhance competencies, and (c) faculty members see themselves as effective in their clinical teaching. Implications for clinical teaching practice include the need for faculty development and strengthening the faculty-student relationship. Possibilities for future research are discussed.

Implementation of Problem-based Learning in a Final Semester Comprehensive Nursing Course

Problem-based learning is a technique that is becoming increasingly popular in nursing educators in nursing education settings. In the 1980s, Knox and Mogan conducted classic studies on teacher effectiveness as rated by student nurses, graduate nurses, and faculty. They determined that nursing competence and teaching ability were highly rated by both students and faculty to "best" educators. Multiple studies utilizing problem-based teaching styles have revealed that students are highly satisfied with the results of certain characteristics, which promote student learning: self-directed learning, tutor-student interaction, and group learning. This article provides a review of the literature on problem-based learning in nursing education and specifically reviews articles utilizing the Mogan and Knox Nursing Clinical Teacher Effectiveness Inventory. Problems experienced in utilization of problem-based learning are also described.

Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing.

This study is a replication of research undertaken by Mogan and Knox in 1987, which investigated and described characteristics of 'best' and 'worst' clinical educators. They developed and used an instrument known as the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), a 48 item checklist that describes discrete characteristics clustered into five subscales or categories: teaching ability; interpersonal relationships, personality traits, nursing competence and evaluation. The tool has since been used in several countries including Greece, Hong Kong, Israel and North America and is the instrument most frequently used to identify effective clinical teaching characteristics of clinical educators. The aim of the present study was to administer the NCTEI to undergraduate nursing students and clinical educators in a school of nursing at an Australian university to explore the perceived characteristics of effective clinical educators as rated by students and educators, and the significant differences and commonalities between these perceptions. Results indicate that the category of Interpersonal Relationships was the most highly valued characteristic rated by both Australian students and clinical educators, and both groups (students and educators) ranked the subset of personality as the lowest amongst five categories. In common with Mogan and Knox, this study found that students who had not been exposed to real clinical situations prior to commencing nursing studies ranked items related to interpersonal relationships more highly than students who had previous nursing experience. Although there were no statistically significant differences in the two groups, students were more concerned with evaluation while clinical educators were more concerned with nursing competence. This study is the first research to be reported in Australia, which has simultaneously compared both students' and educators' perceptions and the first to replicate Mogan and Knox's seminal work. Findings point to the need for clinical educators to value interpersonal relationships with students as well as clinical competence.

Perceptions of effective clinical teaching behaviours in a hospital-based nurse training programme

Clinical teaching behaviour is a critical determinant for quality clinical learning experiences of student nurses. It is believed that a better understanding of the perceptions of clinical teaching behaviours between student nurses and nurse educators will enhance clinical teaching. This study examined the perceptions of effective clinical teaching behaviours of nurse educators by student nurses (n = 81) and nurse educators (n = 10) in a hospital-based 3-year general nurse training programme in Hong Kong. Knox & Mogan's Nursing Clinical Teacher Effectiveness Inventory (NCTEI) (1985) was adopted. The respondents were asked to rate the importance of each discrete behaviour on a seven-point scale. It was found that there was greater agreement in the 10 most important behaviours than the 10 least important behaviours among the four groups: students, junior students, senior students and nurse educators. No statistically significant difference could be identified in the perceptions between the nurse educators and students as well as between the junior and senior students regarding the five behavioural categories. The nature and the student status of the nursing programme was accountable for most of the discrepancies between the findings of this study and those of past studies.

Nursing students' and faculty's perceptions of the characteristics of 'best' and 'worst' clinical teachers: a replication study.

This replication study described and compared the characteristics of 'best' and 'worst' clinical teachers as perceived by 185 Greek students of nursing and 31 clinical teachers. It is a replication of Mogan & Knox's (1987) study, which has also been replicated by Nehring (1990). The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) was used for data collection. This tool is a 48-item seven-point-scale checklist which describes discrete teacher characteristics grouped in five categories or subscales. Subjects were invited to rate their 'best' clinical teacher using the NCTEI, and then their 'worst' clinical teacher. Faculty's and students' perceptions agreed with most of the highest-rated characteristics of the 'best' clinical teachers. There was less agreement in the lowest-rated characteristics of the 'worst' teachers. There were not significant differences between the rating of students and faculty when categories of characteristics were compared, with the exception of the category 'interpersonal relationship' of the 'worst' teachers. The most distinguishing characteristics between 'best' and 'worst' clinical teachers for students and faculty in this study and in both Mogan & Knox's and Nehring's samples, were being a good role model and encouraging a climate of mutual respect.

Nursing Clinical Teacher Effectiveness Inventory: a replication study of the characteristics of ‘best’ and ‘worst’ clinical teachers as perceived by nursing faculty and students

This study determined the characteristics of 'best' and 'worst' clinical teachers as perceived by 63 baccalaureate nursing faculty and 121 BSN students in Ohio. It is a replication of the 1987 study by Knox & Mogan. The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) they developed is a 48-item Likert scale checklist which described discrete teacher characteristics clustered into five subscales or categories: teaching ability, nursing competence, personality traits, interpersonal relationship and evaluation. Respondents are asked to rate their 'best' clinical teacher using the NCTEI and then their 'worst' clinical teacher. Results show that both faculty and students agree, in both Knox & Mogan's sample and this sample, that the 'best' clinical teachers are good role models, enjoy nursing, enjoy teaching and demonstrate clinical skills and judgement. The 'worst' clinical teachers are not good role models. The most critical distinguishing characteristics between the 'best' and the 'worst' clinical teachers are being a good role model and encouraging mutual respect.

Characteristics of 'best' and 'worst' clinical teachers as perceived by university nursing faculty and students.

This study identified and compared characteristics of 'best' and 'worst' clinical teachers as perceived by university nursing faculty and students. The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) was distributed to 201 volunteer subjects. This survey instrument, developed by the authors, contains 48 clinical teacher characteristics grouped into five categories. Each participant was asked to rate, using the NCTEI, the 'best' and them the 'worst' clinical teacher from past observations. Results showed both groups perceived that being a good role model was the highest rated characteristic for 'best' teachers and the 'lowest' rated characteristic for 'worst' teachers. Faculty and students' perceptions were fairly similar as to highest rated characteristics of 'best' clinical teachers. Less agreement was noted about the characteristics of 'worst' clinical teachers. When categories of clinical teacher characteristics were compared, there were significant differences between the ratings of faculty and students for 'best' clinical teachers, but none for 'worst' clinical teachers.