Nursing Clinical Teacher Effectiveness Inventory: a replication study of the characteristics of 'best' and 'worst' clinical teachers as perceived by nursing faculty and students

1990 ◽  
Vol 15 (8) ◽  
pp. 934-940 ◽  
Author(s):  
Virginia Nehring
Keyword(s):  
Teacher Effectiveness ◽  
Nursing Faculty ◽  
Replication Study ◽  
Clinical Teacher ◽  
Clinical Teachers ◽  
Nursing Clinical

scholarly journals Persepsi Mahasiswa Ners Universitas Harapan Bangsa Tentang Pembimbing Klinik

2019 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Tri Sumarni ◽  
Rosi Kurnia Sugiharti
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Nursing Clinical

LatarBelakang: Pembelajaranklinikdisepakatimenjadibagianpentingdaripendidikankeperawatan. Pembimbingklinik yang kompetenakanmemfasilitasimahasiswadalambelajar. Agar efektifmelakukanperantersebut, kompetensiprofesional, hubungan interpersonal, karakterpribadidankemampuanmengajardibutuhkanolehpembimbingklinik.Tujuan:Penelitianinibertujuanuntukmengetahuipersepsimahasiswanerstentangpembimbingklinik.Metode:Jenispenelitianiniadalah observasi kuantitatifdengandesaincross sectional denganmenggunakansampelsebanyak 81 mahasiswa ners.Pengambilan sampel dengan total sampling. Teknik pengumpulan data dengan menggunakan kuesioner. Instrumen penelitian menggunakan kuesioner Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Analisisdatamenggunakanujistatistikt test  karena data terdistribusi normal (p > 0,2).Hasil: Pembimbing klinik yang efektif menurut persepsi mahasiswa yaitu yang mempunyai kompetensi profesional (mean 4,01), sementara yang tidak efektif terkait hubungan interpersonal (mean 2,78). Perbedaan terbesar antara pembimbing klinik yang efektif dan tidak efektif menurut persepsi mahasiswa yaitu di kemampuan mengajar (nilai t 17,88) dan kompetensi profesional (nilai t 17,74).Kesimpulan: Hasil penelitian menunjukkan bahwa pembimbing klinik yang efektif jika mempunyai kemampuan mengajar dan mempunyai kompetensi profesional, sehingga harapannya pembimbing klinik akan meningkatkan kemampuan mengajar dan kompetensi profesional untuk membantu mahasiswa mencapai tujuan pembelajaran klinik. Kata Kunci: Persepsi, PembimbingKlinik yang efektif, Pembimbingklinik yang tidakefektif

Nursing Clinical Teacher Effectiveness Inventory--Modified Version

2014 ◽  
Author(s):  
Robert Lovrić ◽  
Nada Prlić ◽  
Ivana Barać ◽  
Jadranka Plužarić ◽  
Silvija Pušeljić ◽  
...  
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Nursing Clinical

scholarly journals Persepsi mahasiswa tentang efektivitas pembimbing klinik

2020 ◽  
Vol 6 (2) ◽  
pp. 66
Author(s):  
Ryan Hara Permana
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Cronbach Alpha ◽  
Nursing Clinical

Pendahuluan: Pencapaian keterampilan klinik keperawatan sangat dipengaruhi oleh kualitas pembimbing klinik.  Peran pembimbing klinik yang tidak efektif dapat menyebabkan rendahnya capaian kompetensi mahasiswa keperawatan. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa tentang efektivitas pembimbing klinik.Metode:Metode penelitian menggunakan deskriptif kuantitatif dengan populasi, yaitu mahasiswa Program Profesi Ners Angkatan XXXVIII Fakultas Keperawatan Universitas Padjadjaran. Teknik sampling menggunakan total Sampling dengan sampel yaitu 124 orang. Instrumen menggunakanThe Nursing Clinical Teacher Effectiveness Inventory(NCTEI) (Cronbach Alpha=0,79-0,89). Hasil:Persepsi mahasiswa terhadap efektivitas pembimbing klinik di RSUP Dr. Hasan Sadikin Bandung (RSHS) diniali lebih baik (mean=261,28) dibandingkan dengan RSUD Dr. Slamet Garut (RSUD Garut) (mean=233,85). Subvariabel tertinggi pada pembimbing klinik di RSHS yaitu kemampuan mengajar (mean=5,75), sedangkan di RSUD Garut yaitu hubungan interpersonal (mean=5,12). Simpulan:Efektivitas pembimbing klinik di RSHS dipersepsikan lebih baik dibandingkan RSUD Garut. Institusi pendidikan perlu melakukan evaluasi dan pengembangan kapasitas dari pembimbing klinik secara berkala.

scholarly journals Expected professional and personal characteristics of clinical mentors: Differences between physiotherapy and social gerontology students

2018 ◽  
Vol 8 (3) ◽  
pp. 162-170
Author(s):  
Bojana Filej ◽  
Boštjan Žvanut ◽  
Boris Miha Kaučič
Keyword(s):  
Teacher Effectiveness ◽  
Health Professionals ◽  
Clinical Skill ◽  
Personal Characteristics ◽  
Clinical Teacher ◽  
Good Sense ◽  
Social Gerontology ◽  
Final Sample ◽  
Nursing Clinical ◽  
Clinical Mentor

Background: Clinical mentors play an important role in the development of knowledge and the acquisition of competencies of different health professionals. The success of the entire mentoring process also depends on the professional and personal characteristics of the clinical mentor. The purpose of this study was to identify which professional and personal characteristics of clinical mentors are relevant to physiotherapy (PHT) and social gerontology (SG) students. Methods: The web survey was performed between January 20 and May 15, 2018, using the adapted version of the nursing clinical teacher effectiveness inventory. The final sample consisted of 100 PHT and SG students from one of the Slovenian Universities. Results: The competencies “explains clearly” (p ˂ 0.001) and “takes responsibility of own actions” (p = 0.023) were statistically significantly more relevant to PHT students than to the SG students. The competencies “explains clearly” (p ˂ 0.001), “demonstrates clinical skill and judgment” (p = 0.033), “takes responsibility of own actions” (p = 0.023), and “is self-critical” (p = 0.023), were statistically significantly more relevant to PHT than to the SG students, while the statements “discusses current development in his/her field” (p = 0.002), “communicates expectations of students” (p = 0.029), “demonstrates empathy” (p = 0.037), “demonstrates enthusiasm” (p = 0.005), and “has a good sense of humor” (p = 0.005) were statistically significantly more relevant to SG students. Conclusion: The contrast in responses reflects the differences in the nature of both professions: The predominantly instrumental nature of PHT and the predominantly expressive nature of SG.

scholarly journals Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

2021 ◽  
Vol 16 (4) ◽  
pp. 200
Author(s):  
Squiter Macroy Wilsom Mukan ◽  
Dorothy Kulai ◽  
Rumaizah Haji Che Md Nor
Keyword(s):  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Clinical Teacher ◽  
Clinical Instructor ◽  
Clinical Teachers ◽  
Important Indicator ◽  
Teaching Behavior ◽  
Study Results ◽  
Nursing Clinical

Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting.   Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour

scholarly journals Em Busca do Orientador de Formação Ideal

2015 ◽  
Vol 28 (4) ◽  
pp. 486
Author(s):  
Ana Pinheiro Sá ◽  
Cristina Teixeira-Pinto ◽  
Rafaela Veríssimo ◽  
Andreia Vilas-Boas ◽  
João Firmino-Machado
Keyword(s):  
Internal Medicine ◽  
Linear Regression ◽  
Regression Model ◽  
Multiple Linear Regression ◽  
Learning Process ◽  
Linear Regression Model ◽  
Multiple Linear Regression Model ◽  
Clinical Teacher ◽  
Clinical Teachers ◽  
The Impact

<strong>Introduction:</strong> The authors established the profile of the Internal Medicine clinical teachers in Portugal aiming to define a future interventional strategy plan as adequate as possible to the target group and to the problems identified by the residents.<br /><strong>Material and Methods:</strong> Observational, transversal, analytic study. An online anonymous questionnaire was defined, evaluating the demographic characteristics of the clinical teachers, their path in Internal Medicine and their involvement in the residents learning process.<br /><strong>Results:</strong> We collected 213 valid questionnaires, making for an estimated response rate of 28.4%. Median global satisfaction with the clinical teacher was 4.52 (± 1.33 points) and the classification of the relationship between resident and clinical teacher was 4.86 ± 1.04 points. The perfect clinical teacher is defined by high standards of dedication and responsibility (4.9 ± 1.37 points), practical (4.8 ± 1.12 points) and theoretical skills (4.8 ± 1.07 points). The multiple linear regression model allowed to determine predictors of the resident’s satisfaction with their clinical teacher, justifying 82,5% of the variation of satisfaction with the clinical teacher (R2 = 0.83; R2 a = 0.82).<br /><strong>Discussion:</strong> Postgraduate medical education consists of an interaction between several areas of knowledge and intervening variables in the learning process having the clinical teacher in the central role. Overall, the pedagogical abilities were the most valued by the Internal Medicine residents regarding their clinical teacher, as determinants of a quality residentship.<br /><strong>Conclusion:</strong> This study demonstrates the critical relevance of the clinical teacher in the satisfaction of residents with their residentship. The established multiple linear regression model highlights the impact of the clinical and pedagogical relantionship with the clinical teacher in a relevant increase in the satisfaction with the latter.

Nursing students' and faculty's perceptions of the characteristics of ‘best’ and ‘worst’ clinical teachers: a replication study

1997 ◽  
Vol 26 (4) ◽  
pp. 817-824 ◽  
Author(s):  
Stella Kotzabassaki ◽  
Maria Panou ◽  
Fotini Dimou ◽  
Athina Karabagli ◽  
Basiliki Koutsopoulou ◽  
...  
Keyword(s):  
Nursing Students ◽  
Replication Study ◽  
Clinical Teachers

scholarly journals Uncovering the ecology of clinical education: a dramaturgical study of informal learning in clinical teams

2020 ◽  
Author(s):  
Peter Cantillon ◽  
Willem De Grave ◽  
Tim Dornan
Keyword(s):  
Faculty Development ◽  
Impression Management ◽  
Clinical Education ◽  
Participant Observation ◽  
Ethnographic Study ◽  
Clinical Teacher ◽  
Clinical Teachers ◽  
Team Members ◽  
Development Literature ◽  
Implicit Curriculum

Abstract Off-the-job faculty development for clinical teachers has been blighted by poor attendance, unsatisfactory sustainability, and weak impact. The faculty development literature has attributed these problems to the marginalisation of the clinical teacher role in host institutions. By focusing on macro-organisational factors, faculty development is ignoring the how clinical teachers are shaped by their everyday participation in micro-organisations such as clinical teams. We set out to explore how the roles of clinical teacher and graduate learner are co-constructed in the context of everyday work in clinical teams. Using an ethnographic study design we carried out marginal participant observation of four different hospital clinical teams. We assembled a dataset comprising field notes, participant interviews, images, and video, which captured day-to-day working and learning encounters between team members. We applied the dramaturgical sensitising concepts of impression management and face work to a thematic analysis of the dataset. We found that learning in clinical teams was largely informal. Clinical teachers modelled, but rarely articulated, an implicit curriculum of norms, standards and expectations. Trainees sought to establish legitimacy and credibility for themselves by creating impressions of being able to recognise and reproduce lead clinicians’ standards. Teachers and trainees colluded in using face work strategies to sustain favourable impressions but, in so doing, diminished learning opportunities and undermined educational dialogue. These finding suggest that there is a complex interrelationship between membership of clinical teams and clinical learning. The implication for faculty development is that it needs to move beyond its current emphasis on the structuring effects of institutional context to a deeper consideration of how teacher and learner roles are co-constructed in clinical teams.

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