Journal of Advanced Nursing, 1978, 3, 369-372
Murse-teacher behaviours in tiie dinicaifieidi apparent effect on nursing students' iearning Shirley Wong R.N. B.ScN. M.SC.N. Lecturer in Nursing, Dalhousie University School of Nursing, Halifax, Canada Accepted for publication s January lgyS
W O N G S . {197^) Journal of Advanced Nursing 3, 369-372
Nurse-teacher behaviours in the clinical field: apparent effect on nursing students' learning One primary source of feedback on the effectiveness of their teaching, which instructors may easily overlook, comprises of students' reactions. The purpose of this study is to identify students' perceptions of teacher behaviours, which either facilitate or hinder students' learning in the clinical field, and to determine if there is a difference in the perceptions of ist and 2nd year students. This study is exploratory and descriptive in nature. Firstly, some research studies regarding effective clinical teaching in nursing are reviewed, followed by a discussion ofthe research design. The tool used for collecting data is a modified form ofthe critical incident technique. A description of illustrative incidents is requested within five divisions: professional competency, relationship, personal attributes, teaching methods, and evaluation of practice. A system for analysis and coding of data is then discussed. Finally, the fmding of this study is presented. It would seem to the investigator that students in ist year are particularly sensitive to how the teacher makes them feel, whereas students in the 2nd year would seem to be more concerned with the teacher's competency in teaching. The teacher behaviours reported as helpful or hindering to students' learning, as identified by the students, are outlined.
INTRODUCTION The nature of the clinical setting in nursing and the nature of guidance and evaluation may not create an atmosphere conducive to student learning. Furthermore, nursing students may prematurely face an overwhelming number of stressful problems of people in various stages of illness. This often results in increased anxiety on the students' part. Moreover, the teachers may easily overlook students' reactions toward the effectiveness of their teaching. 0309-2402/78/070O-0369$02.00
©1978 Blackweil Scientific Publications
369
370
s. Wong
THE LITERATURE Relatively few recent research studies regarding effective clinical teaching in nursing have been reported in the literature. Mims (1970) conducted an exploratory study in two Texas universities. The fmdings suggested that instructors in nursing should seek to develop a greater interest in the student and her problems. The study done by Calamari (1968) of students in a 2 year dipolma programme had, as its objectives, the identification of factors in the clinical evaluation conference which hinder or promote learning in nursing students. Communication between students and instructors was identified as essential to effective learning. Joseph (1968), in her study on 'Effectiveness of Clinical Instructors as Perceived by
Nursing Students', reported that teachers' personality characteristics and their effect on the students were important factors in promoting students' learning. The teaching ofnursing is a complex process in which the human component is directly involved. In the clinical situation, the relationship of student to teacher is a significant one. The students are the recipients of the teachers' efforts and therefore the students' response is a pertinent and valid measure of the teachers' effectiveness (Jacobson 1966). THE P U R P O S E OF THE S T U D Y The purpose of this study was to identify students' perceptions of teacher behaviours in the clinical field which facilitate or hinder students' learning, and to determine if there is a difference in the perceptions of ist year and 2nd year students. The scope of the study was purposely and narrowly circumscribed due to the time available to design, implement and report it. Furthermore, conduct of the study was in partial fulfilment of one of six courses in an 8 month programme of graduate study in nursing.
Methodology and data collection A 2 year basic nursing programme, in a College of Applied Arts and Technology in Ontario, was chosen. A sample of eight ist year and six 2nd year students participated in the study. The intended sample included ten students in each class, but participation was on a voluntary basis and only the number indicated appeared on the day scheduled for data collection. The study was exploratory and descriptive in nature and the tool used for collecting data was a modified form ofthe critical incident technique. The use of the critical incident technique in nursing and in nursing education is not new (Jacobson 1966, Barham 1965, DeMarsh 1967) and is basically a method of participant observation with a certain framework of requirement (Jacobson 1966). Participants were asked to describe, on a form provided, as many recent incidents (within a 6 month period) as possible (in a 45 minute period of time) in relation to their perceptions of their teachers' behaviour in the clinical area—
Nurse-teacher behaviours in the clinical field their attitudes and actions—both those that they believe had helped their learning and those which they believed had hindered it. A description of illustrative incidents was requested within five divisions: professional competency, relationship, personal attributes, teaching methods, and evaluation of practice. The incidents of teacher behaviours, as submitted by the two levels of student?, provided the raw data for the study. In some instances, the descriptions of incidents were very lengthy and detailed. However, the majority of replies were very brief, but to the point. About 15% of the replies collected, which were considered to be too vague or not specific to the clinical area, were discarded. Two persons (the investigator and her adviser) worked on a system for analysis and coding. There was 90% agreement between the two independent coders on the behaviour coding. This was considered to be a sufficiently high degree of agreement to establish the reliability ofthe coding system. The task of classifying subcategories was once again performed by the same two persons. Each incident or behavioural statement was classified within one of the subcategories of the five main divisions. These subcategories were arbitrarily established for the purpose of classification. FINDINGS The study revealed that a number of helpful behavioural statements mentioned was slightly higher for all participants than those of hindering behaviours. By contrast, both groups of students described more incidents of hindering behaviours than incidents of helpful behaviours. The investigator and her adviser were favourably impressed with the thoughtfulness of their responses and their seeming feeling of freedom to be very frank and open in their replies. It would seem to the investigator that students in the ist year were partictilarly sensitive as to how the teachers make them feel, whereas students in the 2nd year, although also sensitive in this area,. would seem to be more concerned with teachers' competency in teaching. The teacher behaviours reported as helpful to students' learning, as identified by the students, were: 1 Demonstrating willingness to answer questions and offer explanations. 2 Being interested in students and respectful to them. 3 Giving students encouragement and due praise. 4 Informing students of their progress. 5 Displaying an appropriate sense of humour. 6 Having a pleasant voice. 7 Being available to students when needed. 8 Giving an appropriate amount of supervision. 9 Displaying confidence in themselves and in the students. Teacher behaviours reported as being hindering to students' learning, as identified by the students, were: I Posing a threat.
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S. Wong
2 Being sarcastic. 3 Acting in a superior manner. 4 Belittling students. 5 Correcting students in the presence of others. 6 Supervising students too closely. 7 Laying emphasis only on correcting the students' mistakes or pointing out their weaknesses. CONCLUSION AND RECOMMENDATIONS In conclusion, it is recommended that a ftirther study be conducted in the field of teacher behaviours in the clinical field with a larger sample. Secondly, the tool used in this study shotild be modified in an attempt to give clearer and more precise directions to the subjects. Finally, the identification of helpful and hindering teacher behaviours has implications for curriculum planning, in programme preparing teachers of nursing, in-service programme for new teachers and as potential components in a gtiide for teachers' self-evaluation. References BARHAM V . Z . (1965) Identifying effective behaviors of the nursing instructors through critical incidents. Nursing Research 14, 65-69. CALAMAM D . (1968) Factors that influence evaluation conference in clinical experience. Journal of Nursing Education 7, 11-14. D E M A R S H K . (1967) Leadership Behaviors ofClinieal Teachers in Diploma Schools of Nursing ( U n p u b -
lished master's thesis). University of Western Ontario, London, Canada. JACOBSON M . D . (1966) Effective and ineffective behaviors of teachers of nursing as determined by their students. Nursing Research 15, 218. JOSEPH M . (1968) Effectiveness of Clinical Instructors as Perceived by Student Nurses (Unpublished
master's thesis). University of Western Ontario, London, Canada. MiMS F.H. (1970) Students evaluate faculty. Nursing Outlook 18, 53-56.
Murse-teacher behaviours in tiie dinicaifieidi apparent effect on nursing students' iearning Shirley Wong R.N. B.ScN. M.SC.N. Lecturer in Nursing, Dalhousie University School of Nursing, Halifax, Canada Accepted for publication s January lgyS
W O N G S . {197^) Journal of Advanced Nursing 3, 369-372
Nurse-teacher behaviours in the clinical field: apparent effect on nursing students' learning One primary source of feedback on the effectiveness of their teaching, which instructors may easily overlook, comprises of students' reactions. The purpose of this study is to identify students' perceptions of teacher behaviours, which either facilitate or hinder students' learning in the clinical field, and to determine if there is a difference in the perceptions of ist and 2nd year students. This study is exploratory and descriptive in nature. Firstly, some research studies regarding effective clinical teaching in nursing are reviewed, followed by a discussion ofthe research design. The tool used for collecting data is a modified form ofthe critical incident technique. A description of illustrative incidents is requested within five divisions: professional competency, relationship, personal attributes, teaching methods, and evaluation of practice. A system for analysis and coding of data is then discussed. Finally, the fmding of this study is presented. It would seem to the investigator that students in ist year are particularly sensitive to how the teacher makes them feel, whereas students in the 2nd year would seem to be more concerned with the teacher's competency in teaching. The teacher behaviours reported as helpful or hindering to students' learning, as identified by the students, are outlined.
INTRODUCTION The nature of the clinical setting in nursing and the nature of guidance and evaluation may not create an atmosphere conducive to student learning. Furthermore, nursing students may prematurely face an overwhelming number of stressful problems of people in various stages of illness. This often results in increased anxiety on the students' part. Moreover, the teachers may easily overlook students' reactions toward the effectiveness of their teaching. 0309-2402/78/070O-0369$02.00
©1978 Blackweil Scientific Publications
369
370
s. Wong
THE LITERATURE Relatively few recent research studies regarding effective clinical teaching in nursing have been reported in the literature. Mims (1970) conducted an exploratory study in two Texas universities. The fmdings suggested that instructors in nursing should seek to develop a greater interest in the student and her problems. The study done by Calamari (1968) of students in a 2 year dipolma programme had, as its objectives, the identification of factors in the clinical evaluation conference which hinder or promote learning in nursing students. Communication between students and instructors was identified as essential to effective learning. Joseph (1968), in her study on 'Effectiveness of Clinical Instructors as Perceived by
Nursing Students', reported that teachers' personality characteristics and their effect on the students were important factors in promoting students' learning. The teaching ofnursing is a complex process in which the human component is directly involved. In the clinical situation, the relationship of student to teacher is a significant one. The students are the recipients of the teachers' efforts and therefore the students' response is a pertinent and valid measure of the teachers' effectiveness (Jacobson 1966). THE P U R P O S E OF THE S T U D Y The purpose of this study was to identify students' perceptions of teacher behaviours in the clinical field which facilitate or hinder students' learning, and to determine if there is a difference in the perceptions of ist year and 2nd year students. The scope of the study was purposely and narrowly circumscribed due to the time available to design, implement and report it. Furthermore, conduct of the study was in partial fulfilment of one of six courses in an 8 month programme of graduate study in nursing.
Methodology and data collection A 2 year basic nursing programme, in a College of Applied Arts and Technology in Ontario, was chosen. A sample of eight ist year and six 2nd year students participated in the study. The intended sample included ten students in each class, but participation was on a voluntary basis and only the number indicated appeared on the day scheduled for data collection. The study was exploratory and descriptive in nature and the tool used for collecting data was a modified form ofthe critical incident technique. The use of the critical incident technique in nursing and in nursing education is not new (Jacobson 1966, Barham 1965, DeMarsh 1967) and is basically a method of participant observation with a certain framework of requirement (Jacobson 1966). Participants were asked to describe, on a form provided, as many recent incidents (within a 6 month period) as possible (in a 45 minute period of time) in relation to their perceptions of their teachers' behaviour in the clinical area—
Nurse-teacher behaviours in the clinical field their attitudes and actions—both those that they believe had helped their learning and those which they believed had hindered it. A description of illustrative incidents was requested within five divisions: professional competency, relationship, personal attributes, teaching methods, and evaluation of practice. The incidents of teacher behaviours, as submitted by the two levels of student?, provided the raw data for the study. In some instances, the descriptions of incidents were very lengthy and detailed. However, the majority of replies were very brief, but to the point. About 15% of the replies collected, which were considered to be too vague or not specific to the clinical area, were discarded. Two persons (the investigator and her adviser) worked on a system for analysis and coding. There was 90% agreement between the two independent coders on the behaviour coding. This was considered to be a sufficiently high degree of agreement to establish the reliability ofthe coding system. The task of classifying subcategories was once again performed by the same two persons. Each incident or behavioural statement was classified within one of the subcategories of the five main divisions. These subcategories were arbitrarily established for the purpose of classification. FINDINGS The study revealed that a number of helpful behavioural statements mentioned was slightly higher for all participants than those of hindering behaviours. By contrast, both groups of students described more incidents of hindering behaviours than incidents of helpful behaviours. The investigator and her adviser were favourably impressed with the thoughtfulness of their responses and their seeming feeling of freedom to be very frank and open in their replies. It would seem to the investigator that students in the ist year were partictilarly sensitive as to how the teachers make them feel, whereas students in the 2nd year, although also sensitive in this area,. would seem to be more concerned with teachers' competency in teaching. The teacher behaviours reported as helpful to students' learning, as identified by the students, were: 1 Demonstrating willingness to answer questions and offer explanations. 2 Being interested in students and respectful to them. 3 Giving students encouragement and due praise. 4 Informing students of their progress. 5 Displaying an appropriate sense of humour. 6 Having a pleasant voice. 7 Being available to students when needed. 8 Giving an appropriate amount of supervision. 9 Displaying confidence in themselves and in the students. Teacher behaviours reported as being hindering to students' learning, as identified by the students, were: I Posing a threat.
37i
372
S. Wong
2 Being sarcastic. 3 Acting in a superior manner. 4 Belittling students. 5 Correcting students in the presence of others. 6 Supervising students too closely. 7 Laying emphasis only on correcting the students' mistakes or pointing out their weaknesses. CONCLUSION AND RECOMMENDATIONS In conclusion, it is recommended that a ftirther study be conducted in the field of teacher behaviours in the clinical field with a larger sample. Secondly, the tool used in this study shotild be modified in an attempt to give clearer and more precise directions to the subjects. Finally, the identification of helpful and hindering teacher behaviours has implications for curriculum planning, in programme preparing teachers of nursing, in-service programme for new teachers and as potential components in a gtiide for teachers' self-evaluation. References BARHAM V . Z . (1965) Identifying effective behaviors of the nursing instructors through critical incidents. Nursing Research 14, 65-69. CALAMAM D . (1968) Factors that influence evaluation conference in clinical experience. Journal of Nursing Education 7, 11-14. D E M A R S H K . (1967) Leadership Behaviors ofClinieal Teachers in Diploma Schools of Nursing ( U n p u b -
lished master's thesis). University of Western Ontario, London, Canada. JACOBSON M . D . (1966) Effective and ineffective behaviors of teachers of nursing as determined by their students. Nursing Research 15, 218. JOSEPH M . (1968) Effectiveness of Clinical Instructors as Perceived by Student Nurses (Unpublished
master's thesis). University of Western Ontario, London, Canada. MiMS F.H. (1970) Students evaluate faculty. Nursing Outlook 18, 53-56.
