Leidelyn A. Emock1
1Faculty, School of Nursing University of Baguio, Baguio City, Philippines
Abstract
Despite many studies on clinical teaching behaviors, a gap still exists concerning the topic of clinical teaching effectiveness. Exploring the effective characteristics of clinical instructors may provide insights to improve the educational programs for student nurses further. The objective of this study was to assess the teaching effectiveness of clinical instructors on teaching ability, nursing competence, evaluation, interpersonal relations, and personality. It also investigated the significant difference in the teaching effectiveness of clinical instructors as rated by the student nurses according to sex and year level. The study used the descriptive-correlational method. ANOVA was used to compute significant differences according to year level and t-test for sex and mean value for teaching effectiveness. The questionnaire was based on the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), a survey tool for nursing students, graduates and faculty to rate the characteristics of the best and worst clinical teacher behavior. In terms of year level, the significant domains were evaluation (E), interpersonal relations (IR), and personality (P), but not teaching ability (TA) and nursing competence (NC). There was significant difference between the F- and p-values at 0.05 level. Based on the T-values, the teacher’s sex was not an important variable for the student nurses’ perceptions of effective clinical instructor characteristics. The T-values showed that personality was the most important characteristic, and nursing competence was the least important. There was no significant variance in the responses of the male and the female student nurses. The results reiterated the major role of clinical instructors in the students’ learning process.
Keywords: effective teaching, clinical instructors, student nurses, learning effectiveness
| Published February 8, 2021 |
Issue UB RJ Vol. 44, No. 1 2020 |
