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Proposal Writing
The relationship of nursing faculty clinical teaching behavior on nursing students learning
Sonia Waseem
(BSN02141006)
October,16, 2017
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 2
Contents
1. Introduction:.................................................................................................... 3
1.1. Background of study: ............................................................................... 3
1.2. Research problem: .................................................................................... 5
1.3. Purpose of the study:.................................................................................. 5
1.4. Objectives: ................................................................................................ 5
1.5. Significance .............................................................................................. 5
1.6. Conceptual definition: .............................................................................. 6
1.7. Variables: .................................................................................................. 7
1.8. Research Questions .................................................................................. 7
1.9. Hypothesis ................................................................................................ 7
2. Theoretical framework.................................................................................... 7
3. Literature review ............................................................................................. 9
4. Methodology ................................................................................................. 12
4.1. Study Design: ........................................................................................... 12
4.2. Study participants: .................................................................................... 12
4.3. Inclusion criteria ....................................................................................... 12
4.4. Exclusion criteria .................................................................................... 12
4.5. Sample Strategy ...................................................................................... 12
4.6. Research instrument ............................................................................... 12
5. Ethical consideration: ................................................................................... 13
6. Data collection: ............................................................................................. 13
7. Data Analysis: ............................................................................................... 13
References ........................................................................................................... 14
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 3
1. Introduction:
1.1. Background of study:
Nursing is a growing filed globally and it is undoubtedly the back bone of the health
care settings. It is a fact that the nurses are the largest group which are present in the health
care teams globally. Further, to this ICN (international council of nurses) states that the
approximately 11 million nurses are working around the world and this is the estimation of
2000, thus the number of the working nurses would have been increased by this year. Nursing
education has two components: clinical teaching and academic (class room teaching). Both are
equally important for the nursing students however; the importance of the clinical education is
much more than the academic education. According to Heidari & Norouzadeh, (2015), the
clinical teaching in nursing is of utmost importance. They further aggrandize that this is the
part of the education that explains the quality and quantity of the nursing profession in the field.
Furthermore, the importance of the clinical education is undeniable in the professional and
clinical skills development. Okoronkwo, Onyia-pat, Agbo, Okpala, & Ndu (2013) have
described the importance of the clinical education in nursing. It is said that the effective clinical
teaching is an integral part of nursing education. Hence, it helps the students to prepare them
for the future practicing nurses. Additionally, the experience gained by the nursing students in
the clinical education helps them to take part actively in the health care setups and work
efficiently with the health care teams. So the importance of the clinical teaching in nursing is
very much.
The clinical teaching is also important to produce such nurses which can work
effectively in the hospitals. Thus, the good and effective clinical teaching can be got and
provided through the competent teachers and instructors at the clinical facilities. As a matter
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 4
of fact, it can be seen that the clinical teaching is always designed to help the students in the
clinical settings. Moreover, the nursing students can attain knowledge and skills by
participating in the work setting under the supervision of the trained faculty members appointed
by the organizations.
As discussed above the attitude and the knowledge of the nursing instructor has lot to
do with the learning of the nursing students. Therefore, it is needed that the nursing instructors
should teach effectively and in well manner. According to Ismail, Aboushady, & Eswi, (2016),
the clinical instructors are with the opportunity to influence the student’s learning. Moreover,
the behavior of the instructor plays an important r ole to shape the future nurses for the best
practices. Similarly, the clinical instructor must have effective teaching characteristics. The
factors which are affecting the clinical teaching behaviors and student’s learning mainly
include the; teacher’s behaviors at the clinical settings, clinical environment (facilities,
behaviors of seniors) and student’s behavior towards learning. According to Kube 2010
also important due to the reason that the students use their learned concepts into practical and
promote the patient care. Awuah-Peasah, Sarfo, & Asamoah, (2013), stated that the nursing
students must have an instructor with them all time during clinical timings who will observe
their behavior and skills to make them competent and to monitor them. Instructor should be
Several studies have been done to show the relationship between the effective clinical teaching
behaviors of the teachers and student’s learning. However, the existing clinical education does
not meet the competence of the students. it is necessary to find the issues in the effective clinical
education.. Furthermore, students are also blank about the objectives of the clinical education.
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 5
these are affecting in a positive or negative way. The learning directly depends upon the
teacher’s behavior and clinical environment. If the clinical environment is good and providing
facilities and opportunities to the teachers and students, then the learning will be more. If one
on the component is not appropriate, then the learning is hindered. The teacher’s skills, way of
teaching, way of dealing students and the clinical facilities and attitude of the people in the
clinical settings is always affecting the learning of the students. If the behavior is not
appropriate are needed by the students, these things can take place. Clinical skills can be
effected, there will be not a healthy relation between teacher and students. The students will
refrain asking the questions regarding their clinical practices. There will not a good output of
students learning. The related people and environment will effected. The patient care will be
the environment and the teacher’s behaviors. If there will have healthy relation more over
patient care will give appropriate as per needed by the patient. If there is good behavior of
teacher towards students, learning will be at maximum level. The patient will get good as
their need by which hospital will be considered with good words by the patient.
1.4. Objectives:
1 To assess the relationship of nursing faculty clinical behavior on nursing students
learning.
1.5. Significance
Clinical training in nursing education poses the core position as this helps in the development
of the competent nurses. Moreover, the teacher’s behavior and attitude also has a significant
role in the clinical education. The clinical instructors or teacher teaches the nursing students in
the clinical area to make them competent. Thus, the clinical teachers and environment provide
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 6
an opportunity to the be professional and competent in the nursing profession. Therefore, the
learning environment and teachers play a pivotal role to make the nurses competent. Moreover,
their behavior is also an important component for the production of future nurses. Therefore,
this study will help to explore the main reasons and causes of better and worst learning in the
clinical environment. The exploration of teacher’s behavior and learning environment will help
the students as well the teachers to gain knowledge and skills. Furthermore, this study will
help to improve the studies and teaching skills at the institution levels. The institutions will be
able to pay attention on the rising issue of the teacher’s behavior and learning environment in
the govt hospitals. Additionally, this will help to produce the nurses that will be able to work
effectively in the communities. So this will work as a milestone to see where the nurses are
actually present at the present day and what is needed to improve the learning through teacher’s
behavior at the clinical area and clinical learning environment. Moreover, the nurse educators
and students can use the results of this study to know that the learning environment and
teacher’s behaviors help in learning so necessary actions can be taken to improve the clinical
learning. Moreover, this will also add knowledge for future curriculum setting and planning
Key Terms
may or may not be manifested by a change in behavior or performance” (Billings & Halstead,
2009, p. 190).
Mogan, 1985), used by nursing faculty for assisting students in the clinical learning process.
Clinical teacher
“Actions, activities, and verbalizations of the clinical instructor which facilitate student
1.7. Variables:
Independent
Dependent
1.9. Hypothesis
Ha: There is a relationship between the clinical teaching faculty’s behavior and clinical
Ho: There is no relationship between the clinical teaching faculty’s behavior and clinical
2. Theoretical framework
This theoretical frame work was Albert’s social learning theory. This theory state that human
learning occurs in relation with human environment because personal factors ,human
behavior and human environment are interlinked with each other’s. It also state that learning
process does not result in abrupt change of behavior so it is considerable for teachers to find
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 8
out what’s students understand about the environment of learning. The phases of social
learning theory are common factors; modeling and self-efficacy. The common factors are the
relationship of personal factors of the learner, environment and behavior. The personal
factors of the learner are intellectual, emotional and natural actions. when the learner connect
with the environment ,the personal factors effect to inspire act in a positive manner.
The learning do not learn to direct experience with the environment, they also learn by watching
and understanding the behaviors of others that are involve in a process. The learner keep the
knowledge in his mind that he take from the other model behavior .The personal factors that
are disturbing human behavior are self efficacy beliefs.Self efficacy belief mostly affect to
learning conditions because behavior is define further by what people believe that they have
talent to doing.people with great self efficacy take difficult task as a challenge and people with
low feeling of self efficacy to avoid take challenge. The Bandura’s social learning theory is
most suitable to clinical education because clinical experience include connect between
student and leaning environment. The learning environment contain of social connection with
clinical teacher, patients and their families. When the students contact qqqqto the clinical
teacher, they feel how teacher understand their behavior. Lastly students self efficacy beliefs
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 9
have great effect on the product of clinical learning condition. The clinical condition create
anxiety in nursing students which can decrease the students self efficacy. The teaching behavior
of clinical teacher in this condition have the ability to increase or decrease the self efficacy
3. Literature review
According to (Jamshidi, Molazem, Torabizadeh, & Kalyan, 2016) nursing competencies are
based on the knowledge taught to them. Moreover, nursing education is the combination of
theoretical and practical that helps the students to acquire knowledge and skills. Furthermore,
the more part of the nursing education is carried in the clinical setting. Thus, the clinical
learning environment helps the students to convert the theoretical knowledge into the practice.
Additionally, the (Niederriter, Eyth, & Thoman, 2017) has further explained that the clinical
experience is a vital part of nursing and it helps for the development of the nursing students.
Therefore, the clinical teaching is different from the classroom teaching. Clinical learning takes
place in the complex environment. The clinical instructors are the persons who are with the
knowledge and tend to transfer the knowledge to the students to improve their skills. According
to (Niederriter, Eyth, & Thoman, 2017) have stated that the clinical instructor is an important
part of the clinical education. They are charged with the transfer of the knowledge that is
learned in the classroom settings. Adding to this idea (V.Sabog, C. Caranto, & T. David 2015),
clinical faculty member is having a particular role in the development of the nursing students.
The effective teaching is the dependent upon the teacher’s behavior and environment.
According to (Phillips, Mathew, Aktan, & Catano,2017), The clinical faculty is defined as the
person employed in a nursing institution to teach the practical nursing. Furthermore, the
excellence in the nursing education can be achieved through effective clinical teaching and
teachers. Thus the clinical teaching provides the students proficient teaching. Therefore, the
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 10
nursing education in general and clinical education in specific is particular dependent upon the
teacher’s behavior.
The idea of clinical experience is complex to the point that understudies may should be
instructed how to gain from clinical experience built up an apparatus through which staff assess
the capacity to gain from clinical encounters. The instrument characterizes 32 practices of
discovering that understudies address in an intelligent procedure, for example, journaling. The
reflection enables understudies to concentrate on the learning procedure and their own
particular technique for gaining as a matter of fact so that "they can be trained on the most
proficient method to gain from it for future encounters" (Dumas, Villeneuve and Chevrier,
2000,).
According to (Basavanthapa, 2009), Clinical teaching and learning is the core of the nursing
education. It provides nursing students a direct experience in patient care. Additionally, it also
provides students an opportunity to make application of the theoretical knowledge into practice
and to provide improved patient centered nursing care. It is very important area that needs
attention throughout the country. Nursing students do not pay attention to practical or clinical
area because according to their point of view it’s not so much important.
achieved if the instructor is confident, competent, have good skills in practice, professional
communication, good interpersonal relationships with students and collaboration with other
The general air of the clinical condition is imperative in clinical learning. According to
(Kube,2010) detailed that the clinical condition ought to give a attractive environment, great
clinical practice, an agreeable nursing group, gratefulness for understudies, open doors for
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 11
understudy interest and a positive clinical coach. It ought to be noticed that this investigation
was led in Finland where clinical tutors are staff medical attendants and instructors are viewed
as extra backings yet not the essential clinical asset for understudies. Invitational instruction
has been utilized as a part of the investigation of tension and bolster issues related with clinical
According to Kube (2010) considered clinical help and supervision of 60 sophomore and 29
junior nursing understudies at one college. Discoveries demonstrated that the supervision and
bolster wanted by the understudies was not as much as the supervision and bolster they
acquired. The combined ramifications of these investigations was that the workforce part and-
understudy instructor relationships are critical impacts in the clinical learning condition.
practices in Taiwan that was comparative in reason to Morgan‟s (1991). Hsu used direct
perception of ten clinical educators by two specialists yet did exclude interviews with them.
The two examinations yielded practically identical classes of instructing exercises that included
part demonstrating and emotional associations with understudies as imperative parts of the
instructing part.A significant portion of the research regarding teaching behaviors of clinical
nursing faculty revolved around the use of the term: effective. If nursing education is
to implement best practice, the best -most effective- teaching behaviors must be
4. Methodology
variables from the same group of participants and trying to determine if there is a relationship
between the 2 variables. Descriptive designs are useful to gain additional information about
A convenient sampling is a type of sampling which is used to collect data from the
participants that are convenient to give data.
4.6. Research instrument
The instrument of my study is consisted of two parts. Demographic data, Nursing clinical
teaching effectiveness inventory. Demographic data: This information is collected from the
participant’s age, gender, name of the program and figure of clinical sequences. It contains of
“Fill in the blanks and circle the right point about age, number of clinical course completed,
gender and year, the program is taking place. The nursing clinical teaching effectiveness
inventory is a part of instrument was developed Knox and Mogan in 1985.The NCTEL is a
THE RELATIONSHIP OF NURSING FACULTY CLINICAL TEACHING BEHAVIOR
ON NURSING STUDENTS LEARNING 13
5. Ethical consideration:
Approval for this study will be taken from the principal of college of nursing and from the
directors of the colleges of nursing. The written informed consents will be taken prior to the
study and all the principals of ethics will be taken into consideration in the study
6. Data collection:
Data will be collected by the structured questionnaire and reliability and content validity will
be assessed by the principal/ course teacher. I will take written approval letter from the nursing
institutes and take the data from the nursing students. An open ended question in which
encourage the person to give full and meaningful answer to use own knowledge and feelings
7. Data Analysis:
Data will be analyzed by using the SPSS 20. Tables and graphs will be used along with
inferential data analysis. Independent t test will use to analysis the data.
Study timeline
References
HEIDARI, M. R., & NOROUZADEH, R. (2015). Nursing students’ perspectives on clinical
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Ismail, L. M., Aboushady, R. M., & Eswi, A. (2016). Clinical instructor's behavior: Nursing
Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., & Kalyan, M. N. (2016). The
org/10.1155/2016/184617
Niederriter, J. E., Eyth, D., & Thoman, J. (2017). Nursing Students’ Perceptions on
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Okoronkwo, I. L., Onyia-pat, J., Agbo, M. E., Okpala, P. U., & Ndu, A. C. (2013). Students’
Papastavrou, E., Dimitriadou, M., Tsangari, H., & Andreou, C. (2016). Nursing students’
Phillips, K. F., Mathew, L., Aktan, N., & Catano, B. (2017). Clinical education and student
V.Sabog, R. F., C. Caranto, L., & T. David, J. J. (2015). Effective Characteristics of a Clinical
Basavanthapa. (2009). Nursing education (2nd ed.). New Delhi: Jaypee Brothers Medical
Publishers.
http://www.indianjournals.com/ijor.aspx?target=ijor:ijone&volume=4&issue=1&artic
United State.
Hsu, L. (2006). An analysis of clinical teacher behavior in a nursing practicum in
Awuah-Peasah, D., Sarfo, L. A., & Asamoah, F. (2013). The attitudes of student nurses
toward clinical work. International Journal of Nursing and Midwifery Vol., 5(2), 22-