Nursing student and faculty perceptions of the characteristics of effective instructors in the simulated clinical experience
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Bridget K. Parsh, EdD, RN, CNS
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Effective clinical nursing instructors are essential to maximizing the educational experience of nursing students. Due to a shortage of clinical placement sites and advancements in technology, today's nursing students are increasingly learning clinical judgment and decision making in the simulated clinical experience (SCE) with human patient simulators. In this environment, SCE instructors assist students to acquire knowledge and skill in decision-making in a controlled, risk free, hospital-type clinical environment.
This study is the first study to examine nursing faculty and students perceptions of the characteristics of an effective instructor in the simulated clinical experience. With the cognitive apprentice instructional model as a framework, the researcher utilized the Nursing Clinical Teaching Effectiveness Inventory (NCTEI) by Knox and Mogan to survey nursing students (N=304) and simulation clinical instructors (N=16) from two universities in Northern California. The NCTEI, a 47-item checklist groups instructor characteristics into five categories: Teaching Ability, Interpersonal Relationships, Personality, Nursing Competence and Evaluation. To capture additional information about the characteristics of effective SCE instructors, interviews were conducted with students (n=8) and instructors (n=3). All participants had experience working with human patient simulators in the simulation lab.
Instructors and students closely agreed on the order of importance of each category, with Evaluation as the most highly rated category and Nursing Competence as the lowest rated category. However, instructors rated most items more highly. Realism and Technology Skills were identified in the qualitative analysis as differences between teaching in the SCE and the traditional clinical setting. According to students, the most effective SCE instructors demonstrate good communication and clinical judgment, are organized, explain clearly, and enjoy teaching. According to instructors, the most effective SCE instructors provide support and encouragement without criticizing students in front of others, encourage a climate of mutual respect, and are good role models.
The SCE is similar to, but different from, the traditional clinical setting. This study identified some of the differences in student and instructor perceptions, and identified differences between the current study and earlier studies conducted in traditional environments. Further research on the similarities and differences of this new educational environment is recommended.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3362369; ProQuest document ID: 305177219. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Descriptive/Correlational |
Research Approach | Pilot/Exploratory Study |
Keywords | Nursing Education; Cognitive Apprentice; Nursing Students; Nursing Clinical Teaching Effectiveness Inventory; Simulation Experiences |
Grantor | University of San Francisco |
Advisor | Evans, Susan; Mitchell, Mathew; Prion, Susan |
Level | Doctoral-Other |
Year | 2009 |
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