Volume 30, Issue 109 (December 2017)
IJN 2017, 30(109): 10-22 |
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Torabizadeh C, Hoseini F, Parvane A, Yazdanbakhsh Z. The Relationship between Educators’ Clinical Behavior and Nursing Students’ Learning in Shiraz University of Medical Sciences in 2015. IJN 2017; 30 (109) :10-22
URL: http://ijn.iums.ac.ir/article-1-2534-en.html
URL: http://ijn.iums.ac.ir/article-1-2534-en.html
1- Associate Professor of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
2- PhD Candidate of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran. (Corresponding Author) Tel: +98 71 36474252 Email: fhosseini23@yahoo.com
3- BS Student of Nursing, Students’ Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
2- PhD Candidate of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran. (Corresponding Author) Tel: +98 71 36474252 Email: fhosseini23@yahoo.com
3- BS Student of Nursing, Students’ Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Abstract: (6279 Views)
Abstract
Background & Aims: Clinical education is the heart of nursing profession. The available clinical educations do not empower students for gaining clinical competency and skills. Because educator’s performance and behavior is one of the main determinants of effective clinical education, the present study aimed to determine the relationship between educators’ clinical behaviors and students’ learning in shiraz university of medical sciences.
Material & Methods: This descriptive, correlational study was conducted on 128 nursing students selected through the convenience sampling. The students’ viewpoints were assessed regarding the extent to which educational behaviors are applied by nursing educators as well as the effectiveness of these behaviors in students’ learning. The data were collected using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) developed by Knox and Morgan. Then, the data were analyzed by descriptive and inferential statistics and Pearson’s correlation coefficient using the SPSS software version 19.
Results: There was a significant positive relationship between the educational behaviors applied by the clinical educators and the effectiveness of these behaviors in nursing students’ learning (P=0.001, r=0.71). Regarding educational behaviors, the results showed that the teaching ability and personality traits had the highest and lowest priority, respectively. Also considering the effectiveness of these behaviors in learning, teaching ability and evaluation gained the highest and lowest priority, respectively.
Conclusion: The effective educational behaviors of educators lead to improve the nursing students’ learning. According to the results of the study, there is a need to improve the educators’ conditions for doing effective clinical behaviors in the areas of educators’ personality traits and student evaluation methods. In this regard, the use of educational programs to show the importance of doing educational behaviors related to the mentioned areas by clinical educators and their effects on students learning can be very beneficial.
Background & Aims: Clinical education is the heart of nursing profession. The available clinical educations do not empower students for gaining clinical competency and skills. Because educator’s performance and behavior is one of the main determinants of effective clinical education, the present study aimed to determine the relationship between educators’ clinical behaviors and students’ learning in shiraz university of medical sciences.
Material & Methods: This descriptive, correlational study was conducted on 128 nursing students selected through the convenience sampling. The students’ viewpoints were assessed regarding the extent to which educational behaviors are applied by nursing educators as well as the effectiveness of these behaviors in students’ learning. The data were collected using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) developed by Knox and Morgan. Then, the data were analyzed by descriptive and inferential statistics and Pearson’s correlation coefficient using the SPSS software version 19.
Results: There was a significant positive relationship between the educational behaviors applied by the clinical educators and the effectiveness of these behaviors in nursing students’ learning (P=0.001, r=0.71). Regarding educational behaviors, the results showed that the teaching ability and personality traits had the highest and lowest priority, respectively. Also considering the effectiveness of these behaviors in learning, teaching ability and evaluation gained the highest and lowest priority, respectively.
Conclusion: The effective educational behaviors of educators lead to improve the nursing students’ learning. According to the results of the study, there is a need to improve the educators’ conditions for doing effective clinical behaviors in the areas of educators’ personality traits and student evaluation methods. In this regard, the use of educational programs to show the importance of doing educational behaviors related to the mentioned areas by clinical educators and their effects on students learning can be very beneficial.
Type of Study: Research |
Subject:
nursing
Received: 2017/09/5 | Accepted: 2017/12/4 | Published: 2017/12/4
Received: 2017/09/5 | Accepted: 2017/12/4 | Published: 2017/12/4
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