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Characteristics of effective and ineffective clinical teachers in nursing as perceived by students and faculty

University of British Columbia

The purposes of this study were to investigate the characteristics of effective and ineffective clinical teachers in nursing as perceived by diploma school students and faculty, to compare the two groups in their perceptions, and to determine the influence, if any, that selected student and teacher variables have on these perceptions. The sample included 149 nursing students who had been supervised by at least 3 clinical teachers during their nursing education and 24 faculty. A descriptive survey approach was utilized for this study. Data were gathered using a background information questionnaire, an adapted form of the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), and a Summary form. The NCTEI, developed by Knox and Mogan (1985), contains 48 clinical teacher characteristics grouped into five categories. Subjects were asked to rate an effective and ineffective clinical teacher from their past observations using the NCTEI. They were then requested to list the three characteristics they considered to be most important for clinical teacher effectiveness. Data were analyzed using a variety of statistical procedures. Results showed that students and faculty did describe effective and ineffective clinical teachers in nursing differently. Students emphasized characteristics related to Personality Traits, Interpersonal Relationships, and Evaluation categories while faculty focused on Teaching Ability, Nursing Competence and Evaluation characteristics. The three characteristics selected as most important for clinical teacher effectiveness were also found to differ between the two groups. The student variable of class level influenced the ratings of effective clinical teachers while age influenced the ratings of ineffective clinical teachers. These variables did not affect the three characteristics selected as most important for clinical teacher effectiveness. The faculty variable, number of years of teaching experience, affected ratings of both effective and ineffective clinical teachers. However, the variables of teaching level, employment status, and educational preparation did not. No significant differences were found in the characteristics chosen as the three most important for a clinical teacher to possess across faculty variables. Conclusions and implications of this study are addressed and suggestions for further research are presented.

Text

2010-06-27

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http://hdl.handle.net/2429/26005

Nursing

University of British Columbia

Graduate