Undergraduate nursing students’ perceptions of the effectiveness of clinical teaching behaviours in Malaysia: a cross-sectional, correlational survey

Background: Clinical teachers are a critical determinant of the quality of nursing students’ clinical learning experiences. Understanding students’ perceptions of clinical teachers’ behaviours can provide the basis for recommendations that will help to improve the quality of clinical education in clinical settings by developing better clinical teachers. Objectives: To understand clinical teaching behaviours and their influence on students’ learning from the perspective of undergraduate nursing students. Design: A cross-sectional, correlational survey. Setting: A Nursing Faculty in Kuantan Pahang, Malaysia. Participants: A sample of 120/154 (78%) students from Year 2 – Year 4 were recruited according to set criteria. Methods: A self-administered questionnaire was employed to collect demographic data, and students’ perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Results: Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical behaviours and their influence on students’ clinical learning. Teachers’ competence rated as the most significant influential factor, while teachers’ personality rated as least influential. Conclusion: Participants were able to identify good behaviours influencing their learning. Overall, they perceived their teachers as providing good clinical teaching, resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning. Keywords: Clinical teachers, clinical teaching behaviours, undergraduate nursing students, quality of clinical learnin

Clinical teaching behaviors and its effectiveness to learning: IIUM. A comparison between faculty and undergraduate nursing students’ perception in Malaysia

Background: Clinical experience is important in nursing learning process, it provide learners with knowledge, skills and attitudes they need in the future. Clinical faculty is a critical determinant for quality clinical learning experiences of student nurses. It is believed that a better understanding of the perceptions of clinical teaching behaviors between student nurses and educators will enhance clinical teaching. Significant of study: The finding will be the basis for recommendations in teaching students in the clinical settings, which will help in the development of current faculty and to improve the quality of clinical education Problem Statement: Despite researches conducted on perceptions of faculty and students on the effective characteristics of faculty in classroom setting, researches regarding faculty characteristics that are effective and its influences to learning in the clinical setting are very limited and none published in Malaysia. Aim: This study aim to explore faculty’s clinical teaching behaviors and its influence to students’ learning, from the Malaysian undergraduate nursing students’ perspectives Methods: A cross-sectional, co-relational study design was used. University Ethical Committee approval obtained. Modified NCTEI (Kube 2010) was used for data collection and data were subject to descriptive and inferential analysis Result: Overall, Year 3 & 4 students shows positive perception. Most clinical teaching behaviors influence learning, with strong positive association. The association between clinical behaviors and influence of learning were significant. Faculty being competence was the most, while faculty personality was the least influence to student learning Conclusion: Participants were able to identify the good behaviors and basically the faculties are doing well. Novice can use the positive association. finding as a guide in clinical practice