Clinical Instructors’ Perceptions About the Characteristics of an Effective Clinical Instructor and Clinical Training Policies in Gaza Strip
International Journal of Intelligent Information Systems
Volume 9, Issue 4, August 2020, Pages: 39-43
Received: May 23, 2020;
Accepted: Jun. 15, 2020;
Published: Oct. 27, 2020
Views 70 Downloads 20
Mahmoud Elkhateeb, Palestine College of Nursing, Ministry of Health, Gaza, Palestine
Hamza Abdeljawad, College of Health Professions, Al-Quds University, Gaza, Palestine
The overall aim of this study is to assess the clinical instructors’ perceptions about the characteristics of an effective clinical instructor and clinical training policies at the colleges that run bachelor of nursing programs in Gaza Strip. A descriptive-analytical cross-sectional study was used. The research participants were selected through quota sampling. The sample size included 182 clinical instructors from five colleges and universities. Self-administered questionnaires were distributed. Cronbach's alpha was calculated for the questionnaire by more than 0.7. Data were analyzed by using Statistical Package for Social Sciences (SPSS) version 23. The findings showed that the male clinical instructors represented 64% of the respondents while the female 36%. The data indicated with regard to the qualifications of clinical instructors found that most of them had just a bachelor's degree (81.3%) and the remaining had a master's degree (18.7%). According to the results, the highest characteristic was “Professional Competence / Knowledge” with weighted mean 93.73%, followed by “Communication” with weighted mean 89.07% and “Support the professional growth of students” in 3rd rank with weighted mean 87.87%. While the most effective clinical training policies as perceived by clinical instructors were “The role of clinical training department in monitoring of instructors' performance with students is clear” with weighted mean 91.07%, “The clinical instructor evaluates students in a fair and objective manner” with weighted mean 90.67%, and “Selection of training site is relevant to achieve the clinical course objectives” with weighted mean 90.40%. The study concluded that clinical nursing teaching is in need to improve its quality for both, the clinical instructors and policies.
Clinical Instructors’ Perceptions About the Characteristics of an Effective Clinical Instructor and Clinical Training Policies in Gaza Strip, International Journal of Intelligent Information Systems.
Vol. 9, No. 4,
2020, pp. 39-43.
Tiwaken, S. U., Caranto, L. C., & David, J. T. (2015). The Real World: Lived Experiences of Student Nurses during Clinical Practice. Retrieved September 10, 2019, from http://article.sapub.org/10.5923.j.nursing.20150502.05.html.
Lewin, D. (2007). Clinical Learning Environments for Student Nurses: Key Indices From Two Studies Compared Over a 25 Year Period. Retrieved August 3, 2019, from https://pubmed.ncbi.nlm.nih.gov/17689449/.
Kaphagawani, N. C., & Useh, U. (2013). Analysis of Nursing Students Learning Experiences in Clinical Practice: Literature Review. Retrieved October 5, 2019, from https://www.researchgate.net/publication/286124234_Analysis_of_Nursing_Students_Learning_Experiences_in_Clinical_Practice_Literature_Review.
Dasila, P. K., Veer, B. V., Ponchitra, R., Divya, K. Y., & Setia, M. S. (2016). Perceptions Of Nursing Students On Clinical Teaching Behaviors Of Teaching Faculty: Correlational Survey Design. Journal of Nursing and Health Science, 5 (5), 37–41. doi: 10.9790/1959-0505063741.
Tamara, L., Buchel, T. L. and Edwards, F. D. (2005) Cha- racteristics of effective clinical teachers. Family Medicine, 37, 30-35.
Levy, L. S., Sexton, P., Willeford, K. S., Barnaum, M. G., Guyer, M. S., Gardner, G. and Fincher, A. L. (2009) Clini- cal instructor characteristics, behaviours and skills in al- lied healthcare settings: A literature review. Athletic Train- ing Educational Journal, 4, 8-13.
Okoronkwo, I. L., Onyia-Pat, J., Agbo, M. E., Okpala, P. U., & Ndu, A. C. (2013). Students’ perception of effective clinical teaching and teacher behaviour. Open Journal of Nursing, 03 (01), 63-70. doi: 10.4236/ojn.2013.31008.
Chiang, H. (2005): Students' perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44 (4), 187-192.
Rehan, S. and Barolia, R. (2007): Characteristics of Clinical Faculty Perceived by Nursing Students and Alumni in Karachi. Canadian Journal of Pure and Applied Sciences. 1 (1). 35-44.
EL Banan, S. H. A. E., & Elsharkawy, N. B. (2017). Undergraduate Nursing Students’ and Clinical Instructors’ Perceptions of the Characteristics of an Effective Clinical Instructor at the Faculty of Nursing, Cairo University. American Journal of Nursing Science, 6 (3), 185–192. doi: 10.11648/j.ajns.20170603.16.
Gardner, M., & Suplee, P. (2009). Handbook of clinical teaching in nursing and health sciences (1st ed.). Jones & Bartlett Publishers.
Soriano, G. P., & Aquino, M. (2017). Characteristics of a Good Clinical Teacher as Perceived by Nursing Students and Faculty Members in a Philippine University College of Nursing. Retrieved from http://article.sapub.org/10.5923.j.nursing.20170704.04.html.
McKimm, J., & Swanwick, T. (2009). Assessing Learning Needs. Retrieved October 29, 2019, from https://pubmed.ncbi.nlm.nih.gov/19516213/.
Rafiee, G., Moattari, M., Nikbakht, A. N., Kojuri, J., & Mousavinasab, M. (2014). Problems and challenges of nursing students' clinical evaluation: A qualitative study. Retrieved October 29, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3917184/#ref20.
Khodaveisi, M., Pazargadi, M., Yaghmaei, F., & Bikmoradi, A. (2012, July). Identifying challenges for effective evaluation in nursing education: A qualitative study. Retrieved October 29, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3685791/.