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Literature review. Characteristics of effective clinical educators. Presented by: Jennifer Black, Teresa Evangelou, Sarbjit Jaswal, and Anna Kneblewski. An effective clinical educator:. Is knowledgeable about the clinical practice area Is clinically competent Knows how to teach
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Literature review Characteristics of effective clinical educators Presented by: Jennifer Black, Teresa Evangelou, Sarbjit Jaswal, and Anna Kneblewski
An effective clinical educator: • Is knowledgeable about the clinical practice area • Is clinically competent • Knows how to teach • Relates effectively to students • Is enthusiastic about teaching • Serves as a role model for students or selects clinicians who will model important professional behaviors. (Gaberson & Oermann, 2010, p. 70)
According to the research by Gignac-Caille and Oermann (2001), students identify the most important characteristics of effective clinical instructors as follows: • Demonstrate clinical skill and judgment • Explain clearly • Is well prepared for teaching • Does not criticize students in front of others • Is approachable • Emphasizes what is important • Corrects students’ mistakes without belittling them • Communicates clearly expectations of students • Demonstrates communication skills • Provides constructive feedback on students’ performance
Kelly (2007) provides us with the following characteristics and attributes of excellent clinical teachers: • Knowledgeable • Use multiple teaching strategies • Clearly communicate expectations and outcomes • Remain student-centered • Draw all students into active questioning and learning through discovery • Have sound interpersonal skills • Have the ability to provide feedback • Are clinically competent • Know how to teach • Are good role models and encourage mutual respect
According to Rogers, Lautar, and Dunn (2010), effective clinical instructors demonstrate the following behaviours: • Set or define learning goals with students • Assess students’ level of skills initially based on learning goals • Understand adult learning principles • Understand different learning styles • Plan learning experiences before the student arrives • Have the appropriate techniques to supervise and instruct students • Know how the clinical experiences fit into the curriculum • Understand how the clinical teaching role is defined by the program • Understand his or her role as an evaluator • Evaluate student progress • Use effective methods in questioning students • Act as a role model for students
Hickey’s (2010) research shows that effective clinical educators employ the following teaching practices: • Facilitative instruction • Actively seeking learning opportunities for students • Having clear communication of expectations • Being approachable • Promoting student independence • Helping students develop clinical judgment skills
The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) by Mogan and Knox • The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) is a list of 47 behaviours believed to positively influence the learning of nursing students in the clinical setting (Mogan & Knox, as cited in Kube, 2010). • Behaviours are grouped into the following five categories: • Teaching ability • Nursing competence • Evaluation • Interpersonal relations • Personality.
The Nursing Clinical Teacher Effectiveness Inventory (NCTEI, Mogan & Knox, as Cited in Kube, 2010).
References Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in nursing (3rd ed.). New York: Springer. Gignac-Caille, A. & Oermann, M. (2001).Student and faculty perceptions of effective clinical instructors in ADN programs. Journal of Nursing Education, 40(8), 347-353. Retrieved from http://0-search.proquest.com.aupac.lib.athabascau.ca/docview/203949686?accountid=8408 Hickey, M. (2010). Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice. Journal of Professional Nursing, 26(1), 35-41. doi: http://0-dx.doi.org.aupac.lib.athabascau.ca/10.1016/j.profnurs.2009.03.001 Kelly, C. (2007). Students perceptions of effective clinical teaching revisited. Nurse Education Today, 27(8), 885-892. doi: http://0-dx.doi.org.aupac.lib.athabascau.ca/10.1016/j.nedt.2006.12.005, Kube, M. L. (2010). The relationship of nursing faculty clinical teaching behaviors and student learning. (Unpublished doctoral dissertation). College of Saint Mary, Omaha. Retrieved from http://www.csm.edu/wfdata/files/Academics/Library/InstitutionalRepository/12.pdf Rogers, J., Lautar, C., & Dunn, L. (2010). Allied health students' perceptions of effective clinical instruction, Health Care Manager, 29(1), 63-67. doi: 10.1097/HCM.0b013e3181cca311
