Effective Clinical Teaching Behaviors Views of Nursing Students and Nurse Educators at University of Gondar, Northwest Ethiopia: Cross-Sectional Institution Based Study

Abstract

Introduction: Clinical teaching behavior is a critical determinant for quality of clinical learning. Nursing students’ and instructor’s perception of effective clinical teaching behavior (ECTB) is important to modify and facilitate clinical education. Thus, the main purpose of this study was to assess the effective clinical teaching behavior (ECTB) as perceived by students and nursing instructors. Methods: Facility based cross-sectional descriptive study design was conducted among 178 participants. Data were collected using pre-tested and self-administered questionnaire. Effective clinical teaching behaviors were measured by Nursing Clinical Teacher Effectiveness Inventory. Data were analyzed using descriptive and independent sample t-test. An adjusted odds ratio with 95% confidence interval computed to determine the level of significance. Results: The most important rated ECTB as perceived by students was teaching ability. For instructors, nursing competences was the most rated ECTB. The overall mean of ECTBs of the students and instructors were 4.26 (0.52) and 3.52 (0.74) respectively. There was statistically significant mean difference between them (t = 5.888). Conclusion: There was a statistically significant mean difference between the students' and instructors’ perception of ECTBs. Thus, authors suggest nursing instructors to consider the presence of students who prefers different teaching methods.

Keywords

• Teaching
• Nursing students
• Nursing education
• Educational models
• Behavior