Shmayil F Buanz, Abrar Y Alsenayien, Hanin A Altharman, Rawan I Alnaqi, Maria Blesilda B Llaguno, Ola Mousa, Rayan A Siraj
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The data were analyzed using descriptive and inferential statistics using SPSS.</p><p><strong>Result: </strong>A total of 715 participants responded to the survey, of whom 510 were students. Students valued interpersonal relations (5.57 ± 1.261) as the most important clinical instructor characteristic, while nursing competence was perceived as the least important (5.51 ± 1.298). Faculty scored the highest mean in the evaluation subscale (6.21 ± 1.170) and the lowest in nursing competence (6.07 ± 1.221). Preceptors scored the highest mean in the evaluation subscale (5.98 ± 0.904) and the lowest in personality (5.80 ± 0.928). One-way ANOVA showed significant mean differences between the perceptions of nursing students, faculty, and preceptors in personality (<i>M</i>: 5.54 vs. 6.10 vs. 5.80, respectively; <i>p</i> < .001), evaluation (<i>M</i>: 5.56 vs. 6.21 vs. 5.98; <i>p</i> < .001), teaching ability (<i>M</i>: 5.57 vs. 6.12 vs. 5.86; <i>p</i> < .001), nursing competence (<i>M</i>: 5.51 vs. 6.12 vs. 5.86; <i>p</i> < .001), and interpersonal relationship (<i>M</i>: 5.57 vs. 6.17 vs. 5.88; <i>p</i> < .001). There were significant mean differences in students' perceptions across academic levels.</p><p><strong>Conclusion: </strong>Students, faculty, and preceptors perceived effective clinical instructors' characteristics differently. Therefore, nursing schools should establish and promote a program to develop and promote unified, effective clinical teaching characteristics.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"10 ","pages":"23779608241298427"},"PeriodicalIF":2.0000,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11583268/pdf/","citationCount":"0","resultStr":"{\"title\":\"Nursing Students, Faculty, and Preceptors Perception of Effective Characteristics of Clinical Instructor: A Cross-Sectional Study.\",\"authors\":\"Shmayil F Buanz, Abrar Y Alsenayien, Hanin A Altharman, Rawan I Alnaqi, Maria Blesilda B Llaguno, Ola Mousa, Rayan A Siraj\",\"doi\":\"10.1177/23779608241298427\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Nursing instructors play an important role in improving the clinical experience of nursing students. Despite this, little is known about the characteristics of effective clinical instructors.</p><p><strong>Objective: </strong>Identifying the perceptions of nursing students, faculty, and preceptors of effective clinical instructors.</p><p><strong>Method: </strong>A descriptive cross-sectional study was conducted using a convenience sample of nursing students, faculty, and preceptors from different nursing departments. Participants were invited to respond to sociodemographic and Nursing Clinical Teacher Effectiveness Inventory questionnaires from April 2022 to September 2022. The data were analyzed using descriptive and inferential statistics using SPSS.</p><p><strong>Result: </strong>A total of 715 participants responded to the survey, of whom 510 were students. Students valued interpersonal relations (5.57 ± 1.261) as the most important clinical instructor characteristic, while nursing competence was perceived as the least important (5.51 ± 1.298). Faculty scored the highest mean in the evaluation subscale (6.21 ± 1.170) and the lowest in nursing competence (6.07 ± 1.221). Preceptors scored the highest mean in the evaluation subscale (5.98 ± 0.904) and the lowest in personality (5.80 ± 0.928). One-way ANOVA showed significant mean differences between the perceptions of nursing students, faculty, and preceptors in personality (<i>M</i>: 5.54 vs. 6.10 vs. 5.80, respectively; <i>p</i> < .001), evaluation (<i>M</i>: 5.56 vs. 6.21 vs. 5.98; <i>p</i> < .001), teaching ability (<i>M</i>: 5.57 vs. 6.12 vs. 5.86; <i>p</i> < .001), nursing competence (<i>M</i>: 5.51 vs. 6.12 vs. 5.86; <i>p</i> < .001), and interpersonal relationship (<i>M</i>: 5.57 vs. 6.17 vs. 5.88; <i>p</i> < .001). There were significant mean differences in students' perceptions across academic levels.</p><p><strong>Conclusion: </strong>Students, faculty, and preceptors perceived effective clinical instructors' characteristics differently. 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引用次数: 0
摘要
背景：护理指导教师在改善护理学生的临床经验方面发挥着重要作用。尽管如此，人们对有效临床带教老师的特点知之甚少：确定护理专业学生、教师和带教老师对有效临床带教老师的看法：方法：对来自不同护理系的护理专业学生、教师和实习指导教师进行方便抽样，开展了一项描述性横断面研究。邀请参与者在 2022 年 4 月至 2022 年 9 月期间回答社会人口学问卷和护理临床教师有效性问卷。使用 SPSS 对数据进行描述性和推论性统计分析：共有 715 人参与了调查，其中 510 人为学生。学生认为人际关系（5.57 ± 1.261）是临床带教老师最重要的特点，而护理能力（5.51 ± 1.298）则是最不重要的特点。教员在评价分量表中得分最高（6.21 ± 1.170），在护理能力方面得分最低（6.07 ± 1.221）。戒护者在评价分量表中的平均得分最高（5.98 ± 0.904），在个性方面的平均得分最低（5.80 ± 0.928）。单因素方差分析显示，护生、教师和规培人员对人格的认知存在显著的平均差异（分别为：M：5.54 vs. 6.10 vs. 5.80；P M：5.56 vs. 6.21 vs. 5.98；P M：5.57 vs. 6.12 vs. 5.86；P M：5.51 vs. 6.12 vs. 5.86；P M：5.57 vs. 6.17 vs. 5.88；P 结论：护生、教师和规培人员对人格的认知存在显著的平均差异：学生、教师和带教老师对有效临床带教老师的特征认知不同。因此，护理院校应建立和推广统一、有效的临床带教特点的培养和推广计划。
Nursing Students, Faculty, and Preceptors Perception of Effective Characteristics of Clinical Instructor: A Cross-Sectional Study.
Background: Nursing instructors play an important role in improving the clinical experience of nursing students. Despite this, little is known about the characteristics of effective clinical instructors.
Objective: Identifying the perceptions of nursing students, faculty, and preceptors of effective clinical instructors.
Method: A descriptive cross-sectional study was conducted using a convenience sample of nursing students, faculty, and preceptors from different nursing departments. Participants were invited to respond to sociodemographic and Nursing Clinical Teacher Effectiveness Inventory questionnaires from April 2022 to September 2022. The data were analyzed using descriptive and inferential statistics using SPSS.
Result: A total of 715 participants responded to the survey, of whom 510 were students. Students valued interpersonal relations (5.57 ± 1.261) as the most important clinical instructor characteristic, while nursing competence was perceived as the least important (5.51 ± 1.298). Faculty scored the highest mean in the evaluation subscale (6.21 ± 1.170) and the lowest in nursing competence (6.07 ± 1.221). Preceptors scored the highest mean in the evaluation subscale (5.98 ± 0.904) and the lowest in personality (5.80 ± 0.928). One-way ANOVA showed significant mean differences between the perceptions of nursing students, faculty, and preceptors in personality (M: 5.54 vs. 6.10 vs. 5.80, respectively; p < .001), evaluation (M: 5.56 vs. 6.21 vs. 5.98; p < .001), teaching ability (M: 5.57 vs. 6.12 vs. 5.86; p < .001), nursing competence (M: 5.51 vs. 6.12 vs. 5.86; p < .001), and interpersonal relationship (M: 5.57 vs. 6.17 vs. 5.88; p < .001). There were significant mean differences in students' perceptions across academic levels.
Conclusion: Students, faculty, and preceptors perceived effective clinical instructors' characteristics differently. Therefore, nursing schools should establish and promote a program to develop and promote unified, effective clinical teaching characteristics.
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