Filipino nursing students’ views of their clinical instructors’ credibility

2007 ◽  
Vol 27 (6) ◽  
pp. 529-533 ◽  
Author(s):  
Allan B. de Guzman ◽  
Meryl Jenica M. Ormita ◽  
Charlene Mae C. Palad ◽  
Jennifer K. Panganiban ◽  
Hervika O. Pestaño ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Instructors

From Clinical Practice to Academic Student Instruction: Understanding the Clinical Instructor’s Perspective Using a Mixed-Methods Approach

2020 ◽  
pp. 084456212090416
Author(s):  
Ruth Swart ◽  
Marc Hall
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Descriptive Statistics ◽  
Quality Education ◽  
Clinical Instructors ◽  
Mixed Methods Approach ◽  
Individual Interviews ◽  
Instructor Role ◽  
Support Students

Background Clinical instructors (CIs) are important to the provision of real-world experiential learning because they teach, mentor, and support students in clinical practice settings in higher education programs. CIs experience tensions that influence their retention and impact the sustainability of consistent, quality education for students. Purpose The aim of this study was to examine the experiences of being a CI and how to better support them. Methods CIs in a nursing faculty at a Western Canadian university were approached to participate. Data collection included a survey ( n = 17) with questions asking about the importance of and their ability to prepare, teach, and mentor nursing students in practice. Individual interviews ( n = 6) and a focus group ( n = 3) were conducted that asked CIs about their experiences and challenges. Analysis included descriptive statistics and thematic analysis. Results Participants indicated feeling unprepared entering the instructor role. Key findings were the need to improve CI orientation so that it is more practical and meaningful, to increase peer support from other instructors, and to assist CIs’ transition into becoming educators. Conclusions Understanding CIs’ assessment of their needs can help institutions better support and retain them, promoting consistency and quality in practicum instruction.

scholarly journals Lecture-discussion Versus Inquiry-based Learning in the NCM 101 Academic Performance

2020 ◽  
Author(s):  
Gerald L. Ygay ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Effective Teaching ◽  
Teaching Method ◽  
Discussion Group ◽  
Clinical Instructors ◽  
Inquiry Based Learning ◽  
Experimental Intervention ◽  
Significant Difference ◽  
Normal University

The search for an effective teaching method is a perennial concern and goal for a responsible educator. This study compared the NCM 101 academic performance of nursing students utilizing lecture-discussion and Inquiry-based learning (IBL) as the bases for a seminar clinic among clinical instructors. There were 47 nursing students in the learning-discussion group and 46 nursing students in the IBL group which was conducted in Cebu Normal University, Cebu City, Philippines. A pretest was administered to both groups prior to the implementation of the experimental intervention, and the same instrument was used for the posttest. The results revealed that the nursing students of the lecture-discussion and IBL groups failed in the 70% standard passing percentage on their NCM 101 academic performance before the utilization of lecture-discussion and IBL. Additionally, both groups failed after the utilization of lecture-discussion and IBL. However, performance using lecture-discussion was higher than IBL. There was no significant difference on the pretest NCM 101 academic performance between the two groups. There was a significant mean gain on the posttest NCM 101 academic performance of the lecture-discussion group. Also, there was a significant mean gain on the posttest NCM 101 academic performance of the IBL group. There was a significant difference on the posttest NCM 101 academic performance between the two groups. Based on the findings of the study, academic performance of nursing students was higher in lecture-discussion. With this, the researchers recommend the implementation of the proposed seminar clinic for clinical instructors on the delivery of effective lecture-discussion in the classroom.

The Behavior of Nursing Students in the Clinical Area and the Manifestation of the Ideal Nursing Roles

10.17158/324 ◽  
2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Fe Frauline C. Magdaluyo
Keyword(s):  
Nursing Students ◽  
Work Performance ◽  
Human Life ◽  
Clinical Learning ◽  
Clinical Instructors ◽  
Clinical Area ◽  
Nursing Role ◽  
Nursing Roles ◽  
Self Administered Questionnaire ◽  
Selection Of

<p>The increased complexity and importance of today’s nursing for human life have been confronted by the theoretical and clinical learning behaviors of nursing students during the past decade. Thus, behavior of nursing students in the clinical area has been accepted as an important factor to influence the quality and competency of nursing care, knowledge, and skills. This study aimed to determine the extent of behavior of the nursing students in the clinical area and the extent of nursing roles performed by them. It used a self-administered questionnaire which was validated by three experts in the field and subjected to Cronbach’s Alpha reliability test. The researcher employed the non-probability design with convenience sampling in the selection of nursing students and clinical instructors as respondents of the study. Findings indicated that all parameters of nursing roles were rated consistently “good” by both nursing students and clinical instructors. Further, results revealed that work performance of the nursing students of the nursing role is significantly associated with the behavior of the nursing students in the clinical area.</p>

scholarly journals The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

2018 ◽  
Vol 8 (6) ◽  
pp. 124 ◽  
Author(s):  
Florence Loyce Luhanga
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Student Learning ◽  
Clinical Teaching ◽  
Clinical Group ◽  
Traditional Model ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Current Form

Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be “best practice” with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis.Results: Although both faculty and CIs described some positive experiences facilitating nursing students’ learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors’ familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors’ control over students’ learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation.Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

scholarly journals Perception of Nursing Students of a Good Clinical Preceptor

2021 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Amel Ahmed Hassan ◽  
Eltayeb Mohammed Awad Alkareem ◽  
Hammad Fadlalmola
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Study Data ◽  
Clinical Settings ◽  
Clinical Instructors ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Teaching Behavior ◽  
Nursing Training

Nursing training is a blend of both theoretical and practical learning.  Students learn practically in the clinical environment. Despite the progression in nursing education, in some clinical settings, the effective teaching behavior of clinical instructors is absent that affects student learning. The aim of this study is to assess nursing students' perception of a good clinical preceptor. A descriptive cross-sectional study design was used for the study. Data were collected from all 4th year nursing students (n=130) in the Department of Nursing at the Faculty of Medical Technical Sciences, Alzaiem Alazhari University (AAU). The result shows that 68 out of 130 (52.3%) nursing students considered teaching ability as very important followed by competencies 57 (43.8%).    

scholarly journals Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

2020 ◽  
Vol 12 (4) ◽  
pp. 393-410
Author(s):  
Reynold Culimay Padagas ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Structured Interview ◽  
The Philippines ◽  
Clinical Instructors ◽  
Teacher Student ◽  
Assessment Of Student Learning

Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

scholarly journals Use Of Hand-Held Devices With First Year Associate Degree Nursing Students

2011 ◽  
Vol 2 (2) ◽  
pp. 39-44 ◽  
Author(s):  
Vicky K. Parker ◽  
Lisa Kauffman ◽  
Charlotte McManus ◽  
Sherleena Buchman ◽  
Charmin Miller ◽  
...  
Keyword(s):  
Nursing Students ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Nursing Schools ◽  
Personal Digital Assistants ◽  
First Year ◽  
Clinical Instructor ◽  
Ohio University ◽  
Clinical Instructors ◽  
Associate Degree Nursing Students

The use of personal digital assistants (PDAs), hand-held devices and/or IPod Touches, is becoming widespread in the health care field. Many medical and nursing schools require their students to purchase a PDA prior to the beginning of their classes. PDA’s can carry information directly to the patient’s beside for instant retrieval of information. What does this mean to nursing students and clinical instructors? It means that up-to-date information is available to the student and clinical instructor in seconds, as opposed to searching for a reference book only to find it is outdated and 10 to 15 minutes of valuable time lost. This study identified associate degree nursing students’ use and application in the clinical using PDAs. Results of this study indicated that associate degree nursing students are very satisfied with the use of PDAs in the clinical setting. This study was funded by the Ohio University Regional Faculty Research Fund. 

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