Appraisal of clinical teaching behaviours by diploma nursing students and their instructors

Andrews, Dorothy Sturge (2000) Appraisal of clinical teaching behaviours by diploma nursing students and their instructors. Masters thesis, Memorial University of Newfoundland.

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Abstract

There is a paucity of research involving diploma nursing students' and their clinical instructors1 appraisal of the importance of clinical teaching behaviours. Most of the previous studies have focused on baccalaureate nursing students and their clinical instructors. In this study, a descriptive, comparative design was used to compare (a) the appraisal of clinical teaching behaviours by diploma nursing students and clinical instructors; (b) the appraisals by students of different ages, gender, and years in the program; (c) the appraisals by instructors with various years of clinical teaching experience; and (d) the appraisals by instructors teaching in different levels of the nursing program. -- Four hundred and forty-one diploma nursing students and 58 clinical instructors from three Hospital Schools of Nursing in Newfoundland completed the Nursing Clinical Teaching Effectiveness Inventory (NCTEI) which measured important clinical teaching characteristics. In this study, the instrument had a reliability coefficient alpha of .95. All 48 items of the NCTEI were rated highly by the students and their instructors. Students as a group and their instructors had significant differences (p ≤ .05) in19 of the 48 items and four categories (teaching ability, interpersonal relationships, personality traits, and nursing competency). The students' ages had little influence on their ratings of the behaviours. Male students appraised 23 behaviours and four categories significantly lower than their female counterparts. The students in the various levels of the nursing program differed significantly in their appraisal of seven behaviours. The instructors' various lengths of clinical teaching experience and teaching in different years of the program did not influence significantly their appraisals of the behaviours. Implications for nursing education, practice and research are discussed.

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