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Predictors of effective clinical teaching – nursing educators’ perspective

BACKGROUND: The clinical teaching is the core component of the nursing curriculum, the alarming pandemic rates brought uncertainty to clinical teaching, weighing the safety of patients, students, and faculty, which demanded essential modification in clinical teaching and resulted in challenges in re...

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Autores principales: Al-Rawajfah, O. M., Al Hadid, L., Madhavanprabhakaran, G. K., Francis, F., Khalaf, A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8900108/
https://www.ncbi.nlm.nih.gov/pubmed/35255923
http://dx.doi.org/10.1186/s12912-022-00836-y
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author Al-Rawajfah, O. M.
Al Hadid, L.
Madhavanprabhakaran, G. K.
Francis, F.
Khalaf, A.
author_facet Al-Rawajfah, O. M.
Al Hadid, L.
Madhavanprabhakaran, G. K.
Francis, F.
Khalaf, A.
author_sort Al-Rawajfah, O. M.
collection PubMed
description BACKGROUND: The clinical teaching is the core component of the nursing curriculum, the alarming pandemic rates brought uncertainty to clinical teaching, weighing the safety of patients, students, and faculty, which demanded essential modification in clinical teaching and resulted in challenges in relation to effective response to clinical teaching requirements. This study aimed to assess the effective clinical teaching from the nurse educators’ perspective during the remote teaching that followed the COVID-19 pandemic. METHODS: This study is a national Web-based descriptive study. Participants were recruited from five major Nursing Colleges in Oman. Descriptive and inferential as well as multiple linear regression analyses were conducted. RESULTS: A total of 127 nurse educators completed the survey with mean age of 43.9 (SD = 6.9) years. The overall effective clinical teaching score was 54.4 (SD = 10.9) which is considered acceptable, although the nurse educators in Oman reported the highest score on the safety dimension of the effective clinical teaching. Furthermore, females, doctoral prepared nurse educators, and those who acted as preceptors reported higher effective clinical teaching levels compared to their counterparts. The regression analysis showed that age, gender, and attending infection control training are significant predictors of effective clinical teaching. CONCLUSION: The paradigm shift in clinical teaching requires adequate measures including identification and appropriate training of clinical instructors and preceptors to meet clinical teaching demands in remote teaching. It is also important to take actions that promote and maintain the safety prioritization in bedside clinical teaching. These measures might positively impact on the nursing education process. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-022-00836-y.
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spelling pubmed-89001082022-03-07 Predictors of effective clinical teaching – nursing educators’ perspective Al-Rawajfah, O. M. Al Hadid, L. Madhavanprabhakaran, G. K. Francis, F. Khalaf, A. BMC Nurs Research BACKGROUND: The clinical teaching is the core component of the nursing curriculum, the alarming pandemic rates brought uncertainty to clinical teaching, weighing the safety of patients, students, and faculty, which demanded essential modification in clinical teaching and resulted in challenges in relation to effective response to clinical teaching requirements. This study aimed to assess the effective clinical teaching from the nurse educators’ perspective during the remote teaching that followed the COVID-19 pandemic. METHODS: This study is a national Web-based descriptive study. Participants were recruited from five major Nursing Colleges in Oman. Descriptive and inferential as well as multiple linear regression analyses were conducted. RESULTS: A total of 127 nurse educators completed the survey with mean age of 43.9 (SD = 6.9) years. The overall effective clinical teaching score was 54.4 (SD = 10.9) which is considered acceptable, although the nurse educators in Oman reported the highest score on the safety dimension of the effective clinical teaching. Furthermore, females, doctoral prepared nurse educators, and those who acted as preceptors reported higher effective clinical teaching levels compared to their counterparts. The regression analysis showed that age, gender, and attending infection control training are significant predictors of effective clinical teaching. CONCLUSION: The paradigm shift in clinical teaching requires adequate measures including identification and appropriate training of clinical instructors and preceptors to meet clinical teaching demands in remote teaching. It is also important to take actions that promote and maintain the safety prioritization in bedside clinical teaching. These measures might positively impact on the nursing education process. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-022-00836-y. BioMed Central 2022-03-07 /pmc/articles/PMC8900108/ /pubmed/35255923 http://dx.doi.org/10.1186/s12912-022-00836-y Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Al-Rawajfah, O. M.
Al Hadid, L.
Madhavanprabhakaran, G. K.
Francis, F.
Khalaf, A.
Predictors of effective clinical teaching – nursing educators’ perspective
title Predictors of effective clinical teaching – nursing educators’ perspective
title_full Predictors of effective clinical teaching – nursing educators’ perspective
title_fullStr Predictors of effective clinical teaching – nursing educators’ perspective
title_full_unstemmed Predictors of effective clinical teaching – nursing educators’ perspective
title_short Predictors of effective clinical teaching – nursing educators’ perspective
title_sort predictors of effective clinical teaching – nursing educators’ perspective
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8900108/
https://www.ncbi.nlm.nih.gov/pubmed/35255923
http://dx.doi.org/10.1186/s12912-022-00836-y
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