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

2018 ◽  
Vol 7 (3) ◽  
pp. 119-123 ◽  
Author(s):  
Berhanu Boru Bifftu ◽  
Berihun Assefa Dachew ◽  
Bewket Tadesse Tiruneh ◽  
Tesfaye Demeke Ashenafie ◽  
Eleni Tesfaye Tegegne ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Northwest Ethiopia ◽  
Teaching Behaviors ◽  
Cross Sectional

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

scholarly journals Perceived Constraints to Effective Clinical Assessment of Nursing Students Competencies among Nursing Students and Educators in Southwest Nigeria

2020 ◽  
pp. 1-13
Author(s):  
Edith Chinonyelum Ike ◽  
Omotola Margaret Oseni ◽  
Detu Adesuwa Onwochei ◽  
Njideka Judith Esievo
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Assessment ◽  
Clinical Setting ◽  
Nurse Educators ◽  
Group Discussion ◽  
Nursing Schools ◽  
Relative Importance ◽  
Cross Sectional ◽  
Southwest Nigeria

Aim: This study investigated the perception of nursing students and educators on the constraints to effective clinical assessment of nursing students’ competencies and probed possible solutions to the identified constraints in Lagos, southwest Nigeria. Methods: In this cross sectional study, 175 nursing students, and 49 nurse educators from five randomly selected nursing schools participated. The study adopted a triangulation approach of quantitative and qualitative method for data collection and analysis. A self-administered questionnaire was utilized to collect quantitative data from the nursing students and nurse educators and a response return rate of 163(93%) and 46(94%) were recorded respectively from both groups. Focus Group Discussion (FGD) was employed for qualitative data among 12 nursing students and 11 nurse educators in two nursing schools. Data was analyzed and relative importance index (RII) and its ranking (R) was utilized to establish the relative importance of the various constraints identified as responsible for effective clinical assessment of competencies. Results: The result revealed as major constraints from the students; lack of confidence by the students in carrying out procedures in clinical setting and lack of materials and instruments for clinical practice with equal ranking (RII=0.78; R=1.5), similarly, the educators rated; Lack of confidence by the students in carrying out procedures in clinical setting (RII=0.74; R=1.0) as a key constraint. The Mann Whitney U test showed no statistical significant differences to the perception of the constraining factors and probable solutions by both groups (p>0.05) FGD revealed; lack of clear objectives for each clinical posting, as both students and clinical assessors do not have clear idea of what competencies they are to acquire and assess as a major constraint. Conclusion: The researchers recommend that clinical placement objectives should be set and communicated to the students, educators and assessors to direct nursing students’ clinical practice and evaluation and assessment formats developed in line with specific skills to be evaluated.

scholarly journals Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 496-507
Author(s):  
Ilsun Ko ◽  
Jinsook Kim ◽  
Jungmin Lee
Keyword(s):  
Nursing Students ◽  
Good Teaching ◽  
Teaching Behaviors ◽  
Cross Sectional ◽  
Convenience Sample ◽  
The Difference

Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

scholarly journals Perceived Clinical Competence among Undergraduate Nursing Students in the University of Gondar and Bahir Dar University, Northwest Ethiopia: A Cross-Sectional Institution Based Study

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Berhanu Boru Bifftu ◽  
Berihun Assefa Dachew ◽  
Bewket Tadesse Tiruneh ◽  
Mengistu Mekonnen Kelkay ◽  
Netsanet Habte Bayu
Keyword(s):  
Social Support ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Competence ◽  
Cross Sectional Study ◽  
Northwest Ethiopia ◽  
Clinical Environment ◽  
Binary Logistic Regression Model ◽  
Cross Sectional ◽  
Type Of Institution

Introduction. To produce competent, confident, critical thinker with the ability to lead, to question, and to be questioned is needed in nursing education. This study aimed to assess perceived clinical competence among nursing students. Methods. This cross-sectional study was conducted in two nursing schools in Ethiopia. Data were collected using pretested, semistructured questionnaire. Clinical competence was measured by Short Nursing Competence Questionnaires. Binary logistic regression model was fitted to identify associated factors. An adjusted odds ratio with 95% confidence interval was computed. Results. Overall, 48.7 % of the participants perceived themselves as clinically competent. Social support [moderate (AOR = 5.87, CI: 1.346, 9.586), high (AOR = 6.27, CI: 1.741, 7.608)], type of institution [(AOR = 3.20, CI: 1.331, 7.694)], year of study [(AOR = 1.89 (4.760, 18.510)], attending theoretical classes [(AOR = 0.83 CI: 0.017, 0.412)], and clinical environment [poor (AOR = 5.65, CI: 1.837, 13.453), fair (AOR = 7.31, CI: 2.790, 15.356), good (AOR = 9.31, CI: 3.260, 19.967)] were associated with clinical competence. Conclusion. More than half of the study participants perceived themselves as incompetent. Social support, type of institution, year of study, attending theory classes, and clinical environment were associated with perceived clinical competence. Authors suggested that nursing students attend their theoretical class and utilize the available resource.

scholarly journals Assertiveness and Self-Esteem among Nursing Students of Manipal College of Medical Science of Pokhara, Nepal

2019 ◽  
Vol 9 (2) ◽  
pp. 54-59
Author(s):  
Sandhya Shrestha
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Medical Science ◽  
Self Esteem ◽  
P Value ◽  
Medical Sciences ◽  
Cross Sectional Survey ◽  
Chi Square ◽  
Cross Sectional ◽  
Bachelor Of Science

Background: Assertive behaviour and low self-esteem have been found to major problem in the nursing profession. Nursing students today are the backbone of professional nurses of tomorrow. In order to ensure competent and safe practice, it is necessary for them to be individuals with high assertive skills and self-esteem. This study was conducted to identify assertiveness and self-esteem among nursing students. Methods: A descriptive cross sectional survey was conducted among 202 Proficiency Certificate Level and Bachelor of Science in nursing students of Manipal College of Medical Sciences (nursing programme), Pokhara, Nepal during July/August 2015. Data collection was done by purposive sampling. Tools used were demographic proforma, Begley and Glacken Assertiveness behavior questionnaire and Rosenberg self-esteem scale. Data were analyzed using descriptive and inferential sta­tistics chi-square and correlation coefficient. Results: The study revealed nursing students had moderate level of as­sertiveness and self-esteem. There is a significant association between assertiveness and level of study and residence. There is a significant as­sociation between level of self-esteem with level of study and residence and There is significant positive correlation (r= 412) among assertive­ness and self-esteem score with p value <0.001. Conclusion: It is concluded that majority of nursing students have mod­erate assertiveness and self–esteem. Nurse educators should take ini­tiation to improve high assertiveness and self-esteem of nursing stu­dents.

Attitudes of Nursing Students towards Suicide Prevention: A Study from Central India

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Deepak Ghormode ◽  
Pramod Gupta ◽  
Devendra Ratnani ◽  
S. K. Singh
Keyword(s):  
Nursing Students ◽  
Suicide Prevention ◽  
Suicide Attempts ◽  
Central India ◽  
Prevention Measures ◽  
Cross Sectional ◽  
Favourable Attitude ◽  
Cross Sectional Design ◽  
Suicide Prevention Training ◽  
Training Programmes

Background: Managing patients with suicide attempts effectively requires overcoming barriers to their care. The attitudes and beliefs of the healthcare professionals have significant effect on the outcome of the treatment and implementation of the preventive strategies. Objectives: Aim of the study was to assess the attitude of nursing students toward suicide prevention. Materials and Methods: The study had a cross sectional design of 284 nursing students who were randomly recruited from the two institutions. Attitude toward suicide prevention scale was administered.  Results: Most were young single females, from rural locality, who were pursuing either BSc Nursing or GNM courses. Very few had previous exposure to suicide prevention training programmes. Nearly half of the students showed favourable attitude towards patients with suicidal attempt, considering it as their responsibility and their efforts as rewarding. Nearly half students also showed empathy towards these patients not considering the attempts as just attention seeking ones. Nearly one third were uncertain whether the patients reveal their plans of attempt and whether the suicide prevention measures were draining of the resources. Half of the subjects showed pessimism towards modifying the risk factors of unemployment and poverty. Conclusions: Only half of the nursing students showed favourable attitude working with patients with suicide attempts. More educational and training programs on suicide prevention are therefore needed in these students for better prevention and management of these patients.

A Study of the Relationships between Nursing Students’ Meanings of Life, Positive Beliefs, and Well-Being

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Fu-Ju Tsai ◽  
Cheng-Yu Chen ◽  
Gwo-Liang Yeh ◽  
Yih-Jin Hu ◽  
Chie-Chien Tseng ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nursing Students ◽  
Analysis Of Variance ◽  
Rank Correlation ◽  
Meaning Of Life ◽  
Well Being ◽  
Social Health ◽  
Cross Sectional ◽  
Nursing Educators ◽  
Spearman’S Rank Correlation

Background: Nursing educators should train nursing students to pursue physical, psychological, spiritual, and social health promotion. The purpose of this study was to explore relationships between nursing students’ meaning of life, positive beliefs, and well-being. Methods: A cross-sectional correlational study with a quantitative approach was adopted. Purposive sampling was used. A total of 170 nursing students voluntarily participated in this study. A 56-item questionnaire was used to examine nursing students’ meaning of life (1-25 items), positive beliefs (1-11 items), and well-being (1-20 items). The content validity index (CVI) of the study questionnaire was established as 0.95 by seven expert scholars. The reliability values for the three parts of the measure were as follows: meaning of life, Cronbach’s α 0.96; positive beliefs, Cronbach’s α 0.93; and well-being, Cronbach’s α 0.95. Percentages, frequencies, means, SDs, Kruskal-Wallis one-way analysis of variance by rank, Spearman’s rank correlation, one-way analysis of variance, Spearman’s rho correlation, and regression analysis were used for the data analysis. Results: Nursing students had the following mean scores: meaning of life with 4.02 (SD 0.56); positive beliefs with 3.92 (SD 0.62); and well-being with 3.95 (SD 0.57). The results indicate that for all nursing students, meaning of life was positively correlated with positive beliefs, r=0.83 (P<.01); similarly, all nursing students had positive beliefs that were positively correlated with meaning of life, r=0.83 (P<.01). In the results of the study, the nursing students’ background, meaning of life and positive beliefs explained 63% of the variance in well-being (Adjusted R2 squared =0.63, F=33.41, P<.001). Conclusions: Nursing students’ sense of meaning of life and positive beliefs may impact their well-being. Therefore, nursing educators can promote meaning of life and positive beliefs to nursing students as a way to increase their well-being for physical, psychological, spiritual, and social health promotion.

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