Abstract

BACKGROUND & OBJECTIVES: Clinical education is a dynamic process and has an important role in training competent nurses. The clinical experience of nursing students is an important part of any nursing education program, and it is critical determinant for quality of clinical learning experiences. The clinical educators experience, knowledge and personality have an influence on the students. The researchers believed that a better understanding of the perceptions of effective clinical teacher among nursing students would enhance the clinical teaching. The aim of study is to explore the nursing student's perception on the characteristics of an effective clinical teacher in Majmaah University (KSA). METHODS: A descriptive study design using self- administered questionnaire of five domains was used which consisted of 44 items related to the most effective clinical characteristics. One hundred forty seven (n≤ 147) nursing students of Majmaah university participated in this study. RESULTS: All participants rated the Professional Nursing Competencies as the most important domain 4.34 (SD ≤ 0.87), and the lowest important domain perceived by participants was teaching skills 4.01 (SD ≤1.04). "Demonstrates nursing skills and procedures proficiently" was the highest rated characteristics perceived by students' 4.5, (SD ≤ 0.788), on the other hand the lowest characteristics was" Encourages Students to a critical way of thinking" to 4.33 (SD ≤ 0.86). In addition, the results showed no significant difference in any of the five domains between male female students. These results synchronized with similar studies in other part of Arab and congruent with the students level of educations. CONCLUSION: Further studies need to validate the results to examine if there is any difference according to gender, academic levels or geographical variation in kingdom of Saudi Arabia.

Keywords: Nursing student · Clinical teacher

References

  1. 1.Benor D, Leviyof I. 'The development of students' perceptions of effective teaching: the ideal, biggest and poorest clinical teacher in nursing. Journal of Nursing Education 1997; 36:206-11.
  2. 2.ClaytonBL,LypekDJ,ConnellyLM.Facultyperceptions ofcharacteristicsneededforclinicalsuccessatmilitary nurse anesthesia programs. AANA J. 2000; 68:515-23.
  3. 3.Levett-JonesT,FahyK,ParsonsK,MitchellA.Enhancing nursing students’ clinical placement experiences: a quality improvement project. Contemporary Nurse 2006; 23: 8-71.
  4. 4.Henderson S, Happel B, Martin T. Impact of theory and clinical placement on undergraduate students’ theory and nursing knowledge, skills and attitudes. Int. J. Mental Health Nurse 2007; 16:116–125.
  5. 5.Chan DSK. Validation of the clinical learning environment inventory. West J Nurse 2003; 25:519-
  6. 6.DeLong TH, Bechtel GA. Enhancing relationships between nursing faculty and clinical preceptors. Journal for Nurses in Staff Development 1999; 15: 148-151.
  7. 7.Kelly Claudette. Student’s perceptions of effective clinical teaching revisited. Nurse Education Today 2007; 27:885–892.
  8. 8.Fatemeh Heshmati-Nabavi, Zohreh Vanaki. Professional approach: The key feature of effective clinical educator in Iran. Nurse Education Today 2010; 30:163–168.
  9. 9.Lee WS, Cholowski K, Williams AK. Nursing students‟ and clinical educators‟ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing 2002; 39:412-420.
  10. 10.Hartland W Jr, Londoner CA. Perceived importance of clinical teaching characteristics for nurse anesthesia clinical faculty. AANA J 1997; 65:547–551.
  11. 11.Tang F, Chou S, Chiang H. Students‟ perceptions of effective and ineffective clinical instructors. Journal of Nursing Education 2005; 44:187-192.
  12. 12.Johnsen,K.O.,Aasgaard,H.S.,Wahl,A.K.,&Salminen, L. Nurse Educator Competence: A study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains. Journal of Nursing Education 2002; 41: 295-301.
  13. 13.BrownST.Facultyandstudentperceptionsofeffective clinical teachers. Journal of Nursing Education 1981; 20:4-15.
  14. 14.Coles J, Dobbyn M, Print C. Nursing students’ perceptions of teachers in the clinical area. The Australian Nurses Journal 1981; 11:47–49.
  15. 15.Bergman K, Gaitskill T. Faculty student perceptions of effective clinical teachers. Journal of Professional Nursing 1990; 6:33-44.
  16. 16.Kotzabassaki S, Panou M, Dimou F, Karbagli A, Koutsopoulou B, Ikonomou U. Nursing students’ and faculty’sperceptionsofthecharacteristicsofbestand worst clinical teachers: a replication study. Journal of Advanced Nursing 1997; 26: 817–824.
  17. 17.Bates D, Rassam A. People and Culture of the Middle East. Prentice Hall, Edinburgh.
  18. 18.Dier D. Clinical Scholarship. Journal of professional Nursing 1983; 11:24–30
  19. 19.Nahas VL, Yam BM. Hong Kong nursing students' perceptions of effective clinical teachers. J Nurs Educ 2001; 40:233-7.
  20. 20.Parsh B. Nursing student and faculty perceptions of the characteristics of effective instructors in the simulated clinical experience[PhD thesis].University of San Francisco 2009; (123p). Original Article Nursing Students’ Perceptions of Effective Clinical Teacher, Naji E
Majmaah Journal of Health Sciences · eISSN 1658-8223 · Majmaah University · open access