A Study of Teaching Effectiveness on Clinical Nursing Education

Kim, Mi Ae

Abstract

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics and status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors " by Reeve (1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter and working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion: 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor and head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), and head nurse (6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital and 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5%; a combination of Nursing skills, Orientation, Conference etc. 22.0%; Nursing process 21.7%; Orientation 13.5%; Inspection (making rounds) 6.4%, and Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired(44.9%) followed by nursing professor, head nurse, a team of both nursing professor and head nurse, and instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge and experience are imperative for professional education. 2. Clinical teaching effectiveness: The total points for teaching effectiveness was 147.97(mean of 2.95 +/- 0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education: 1) The score ratings for the clinical instructors from the highest to the lowest were as follows; instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors and head nurses, nursing professors, head nurses, which resulted in significunt differ-ence(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc., conferences, orientation, inspection, which resulted in significunt difference(F-10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, and Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant diference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model and Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F-1.29, p>0.05:F=1.64,P>0.05). 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor and head nurse attained higher score in clinical education than their independent education.