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DOI: 10.5923/j.nursing.20130302.02
Abstract Clinical instructors behaviors play a key role in learning process of students. This study explored the
effective clinical instructors characteristics perceived important by Omani undergraduate nursing students of College of
Nursing (CON) at Su ltan Qaboos University (SQU). Permission fro m ethical and research co mmittee in the CON at SQU was
obtained. A forty items questionnaire on a four point Likert- scale was administered to120 students of CON who were
exposed to clinical instructions at least for a year. Data were co llected during the last two weeks of clinical posting in the
spring 2010, April 20th to May 5th . It was found that both male and female Omani nursing students rated professional
competence of instructors as the most important characteristic and instructors relationship with students as the second most
important characteristic without any discrepancy (p >0.05). Male and female students perceptions on instructors
relationships with students was found to be significantly different (p <0.05). Objective evaluation, role modeling, clinical
competence and commun ication skills, respecting students indiv iduality were ranked as first five most effective clinical
instructor characteristics. Students perceived 4:1 student- teacher ratio as the most optimal learning environment. These
results may assist faculty to appreciate students views and acknowledge the areas of success as well as areas that needs
improvement.
Keywords Clin ical Teaching, Effective Clin ical Instructor, Oman Nursing Co llege
1. Introduction
Nu rsing as a p ract ice d iscip line, requ ires students to
develop clin ical s kills th at are essential in caring. The
dynamic process of clin ical instruction occurs in a variety of
so cio -cu lt u ral con text s an d th e b eh av io r o f clin ical
instructors play an important role in the learning process of
students. Clinical instructors have the opportunity to greatly
influence their students learn ing who eventually graduate
and shape nursing practice. Clinical instructors must possess
effect ive t each ing characterist ics such as p ro fess ion al
kno wledge, ro le modeling and clin ical co mpetence with
communicat ion skills to facilitate optimal clinical learn ing.
Cu rrent p rocedures used to evaluate teach ing in healthrelated inst ruct ion areas are g enerally stu den t -b ased .
Although peer and self-evaluation are in use, most Omani
univers it ies rely p rimarily on students evaluat ion when
attempting to quantify an instructors teaching effectiveness.
Ev idence suggests that student ratings can be reliable and
valid indicator of effective teaching[1]. Despite the need for
effect ive clin ical educat ion , the criteria fo r det ermin ing
effect iv e clin ical t each ing remains p oo rly d efin ed [2].
* Corresponding author:
km_girija@yahoo.com (Girija K. Madhavanprabhakaran.)
Published online at http://journal.sapub.org/nursing
Copyright 2013 Scientific & Academic Publishing. All Rights Reserved
2. Background
Clin ical train ing as the core of nursing education is vital
for the preparation of professional nurses. The quality of
student - clinical instructor interaction can either facilitate or
39
40
3. Methods
An
explorative
cross-sectional quantitative
survey
41
Second
Year n (%)
Third Year
n (%)
Male
5 (4.17%)
15 (12.5%)
Female
20 (16.7%)
30 (25%)
Fourth Year
n (%)
16
(13.33%)
34 (28.3)
Total n
(%)
36 (30%)
4. Results
Most Important
Important
100
Percentage
80
60
40
Lessimportant
77.6%
Unimportant
72.9%
53.2%
20.6%
40.6%
20.6
1.8%
70%)
6.5%
6.2%
20
0
42
Professional Competence
Evaluate students objectively and fairly
Demonstrate role modeling
Shows competence in clinical skill
Able to relate theory to practice
Shows genuine interest in patients and their care
Provide positive feedback on student progress
Facilitates students awareness of their professional responsibility
Demonstrates knowledge of nursing in the area of instruction
Being available in the clinic
Provides feedback in areas of improvement
Provides individualized timely feedback
Relationship with students
Respects student as individuals
Is approachable
Is supportive & helpful.
Permits freedom for discussion
Is realistic in expectations of students performance
Personal Attributes
Demonstrates good communication skill
Exhibits responsibility
Responds confidently
Able to collaborate with other disciplines
Exhibits autonomy
Demonstrates self-control & patience
Is organized and well prepared
Less
Important
(2)
Important
(3)
Most
Important
(4)
Table 2. Rank Order of Effective Clinical Teacher Characteristic Perceived Important (>90%) by Nursing Students of Sultan Qaboos University
%
90
80
75
75
72
75.4
74
73.4
72
70
69
%
10
18
22
20
23.0
18.6
20
20.6
22
22
22
%
0
2
3
5
5
6
6
6
6
8
9
75
73
70
71
70
25
20
23
22
21
0
7
7
7
9
65
56
55
55
52
50
50
35
40
40
38
40
41
41
0
4
5
7
8
9
9
43
Table 4. Difference between Men and Women of Three Categories of Clinical Teacher Characteristics
Categories of Clinical T eacher
Characteristics
Professional Competence
Relationship with Students
Personal Attributes
Gender
Mean
S. D
Male
Female
Male
Female
Male
Female
36
84
36
84
36
84
84.3
86.9
33.4
38.3
52.0
53.6
6.75
7.53
7.43
4.11
7.26
6.32
t- Value
Significance
1.72
0.89
2.81
0.034*
1.75
0.83
* P-value <. 05
44
7. Conclusions
Clin ical instructors need to model pro fessional behavior to
facilitate optimal student learning. Clin ical teachers must
possess effective teaching characteristics to enhance clinical
learning. Nursing students value clinical instructors
professional competencies as the most important
characteristic. Oman i undergraduate nursing students rated
objective and fair evaluation, clin ical co mpetence,
respecting students as an individual and commun icative
skills as the most important characteristics. Role modeling
characteristics were highly valued by nursing students. The
study results allows faculty to understand students views
and provides opportunities for areas of success as well as
areas needing improvement.
Academic ad ministrators can optimally o rient new
clin ical faculty to effective clinical teaching behaviors as
perceived important by students and can use the findings to
guide the faculty development process. As clinical teachers
become aware of those characteristics that are perceived
important, teaching strategies and attitudes can be reinforced,
modified, or developed in order to pro mote clin ical learning
as valuable experience for students. Application of the
results in devising clinical educational models and as
indicators for educators role can make the results mo re
tangible.
ACKNOWLEDGMENTS
Authors acknowledge the experts who validated the tool,
Dr. Anice George, Dr. Clara Jothy, Mr. Ramesh V, Mrs.
Preethy D, and Mrs. Nileema B and M rs. Alice. A. We are
thankful to all students who willing ly participated in the
study, without their wholehearted input this study could not
have been possible. No manuscript is ever a reality without
the dedication and perseverance of editorial staff who were
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