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ERIC Number: ED515024
Record Type: Non-Journal
Publication Date: 2010
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-1774-7
ISSN: N/A
The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning
Kube, Marcia L.
ProQuest LLC, Ed.D. Dissertation, College of Saint Mary
Clinical experience is the most important component of nursing education (Gaberson & Oermann, 2007; Walker, 2005). As part of the clinical learning environment, the clinical teaching behaviors of nursing faculty have significant potential to influence students' learning. Nurse educators have a responsibility to provide nursing students with clinical instruction that is most effective at facilitating learning however, there is a paucity of research on which to base practice. The purpose of this study was to explore the relationship of the use of clinical teaching behaviors of nursing faculty with students' perceptions of those behaviors' influence on learning. The study contributes new knowledge about the effectiveness of clinical teaching behaviors at facilitating learning and influencing students' perceptions of their clinical experiences. A non-experimental survey, correlational design was used. The sample was 240 baccalaureate nursing students from three on-campus programs in Midwestern states. All students had completed at least one clinical course and were seeking their first nursing degree. The instrument was the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) (Mogan & Knox, 1985) modified with an author-developed Influence on Learning Scale. It consisted of 47 teacher behaviors for which students rated frequency of use for a clinical instructor on a 7-point Likert scale. Students then identified the extent to which their learning was facilitated, based on the frequency of use of the teaching behavior, using a 5-point Likert scale. Pearson correlations between frequency of use of the teaching behaviors and facilitation of learning were significant at p less than 0.0001 for all 47 items. Effect size was high for all but one item. The range of r was 0.762 to 0.458. There was a significant difference in frequency of use of all 47 teaching behaviors for students who reported their clinical experience was positive than for those who reported their experience was not positive. Frequency of use was higher in the positive group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A