7-10 Characteristics of an effective Clinical instructor. Why??

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1 Kimberly DeSantis

2 7-10 Characteristics of an effective Clinical instructor Why??

3 By 2025, predicted nursing shortage of 260,000 registered nurses (AACN, 2008) Primary reason for nursing shortage=diminishing pool of nursing faculty 50,000 qualified applicants were turned away from BSN and graduate nursing programs (AACN, 2008).

4 Increasing rate of retirement Salary differences between academic and practice Insufficient number of master s and doctoral degrees

6 No formal education in teaching or teaching experience Competent in clinical practice Tied to lower student success (Jaeger, 2008; Schmidt, 2008) Not as involved in roles (Kelly, 2006)

7 Growing debate about the effectiveness of parttime faculty in the disciplines of nursing, business, social work, & physical therapy Push to hire part-time clinical instructors Question of quality of education Assess teaching effectiveness of clinical faculty

8 To examine student and faculty perceptions of the clinical teaching effectiveness of part-time clinical nursing faculty as compared to fulltime clinical nursing faculty. To identify characteristics representative of effective clinical teachers from the vantage point of students and full-time clinical nursing faculty.

9 What are the perceived differences in clinical instruction effectiveness between part-time and full-time clinical instructors?

10 1. How is the clinical teaching effectiveness of full-time baccalaureate nursing faculty perceived by students to be different from parttime baccalaureate nursing clinical faculty in the areas of teaching ability, nursing competence, personality traits, interpersonal relationship, and evaluation?

11 2. What are the differences in the selfperceptions of clinical teaching effectiveness between full-time and part-time baccalaureate nursing clinical faculty in the areas of teaching ability, nursing competence, personality traits, interpersonal relationship, and evaluation?

12 3. What characteristics do students report are representative of effective clinical instructors? 4. What characteristics do faculty report are representative of effective clinical instructors?

13 Clinical instruction has been recognized as an essential component of professional education in health services (Stark, 2003). The most prevalent need for faculty in a baccalaureate nursing program is in the clinical component. 50% of instructional activity is in clinical instruction (Andrews & Roberts, 2003). Teaching effectiveness Student learning and performance in clinical experiences reflect the faculty s ability to create an environment in which the student can learn (Hanson & Stenvig 2008). Effective or ineffective teacher behaviors would enhance or obstruct learning in the clinical setting (Knox & Mogan, 1985).

14 Clinical instructor and student perceptions of exemplary clinical instructors. Interpersonal relationships (respect and empathy) are the most valued characteristics of students and educators (Woo-Sook, 2002). Teacher attributes of teaching ability and nursing competence are valued by students. Part-time vs full-time faculty Social Work and Education disciplines report statistically significant differences in the quality of part-time vs full-time instructors (Burgess & Samuels, 1999; Jaeger & Eagan, 2009). Allison-Jones & Hart (2004) found part-time faculty ranked by students as less effective than full-time faculty in facilitating clinical learning.

15 Gap in literature Holmes(2006) and Landrum (2008) found no significant differences in students evaluation of instruction provided by full-time and part-time faculty. There is a gap in the literature as to whether students and faculty perceive that the use of part-time faculty influences the quality of education.

16 The study used a non-experimental descriptive, comparative survey design. Target Population consisted of 240 senior-level baccalaureate nursing students and 68 parttime and full-time clinical nursing faculty from four schools of nursing in Central Indiana.

17 Nursing Clinical Teacher Effectiveness Inventory (Mogan & Knox, 1985) Teaching ability, nursing competence, characteristics related to evaluation, interpersonal relationships, & personality 2 surveys for students 1 survey for full-time and part-time faculty

18 Quantitative Approach Data collected was uploaded into SPSS for analysis 1. histograms a. t-test 2. Mean scores and standard deviations

19 Research Question 1: Indicated a difference in students perceptions of the teaching effectiveness of full-time and part-time faculty. Research Question 2: Indicated that there was no difference in the self perceptions of effective clinical teaching between fulltime and part-time faculty.

20 Research Question 3: Students reported teaching ability and nursing competence as the two highest subscales of behaviors of effective clinical instructors. Research Question 4: Full-time and Part-time faculty reported teaching ability and nursing competence as the two highest subscales of behaviors of effective clinical instructors.

21 Small sample size 4 nursing schools Low return rate Forty-two students responded to Full-time faculty survey Twenty-three students responded to Part-time faculty Twenty faculty responded to self-evaluation Imbalances in sample size Use of a Survey BSN programs surveyed

22 Nursing administrators need to be aware that part-time faculty may not be prepared to teach in classroom or clinical setting. Many are expert clinicians but lack formal instruction in education. Creation of mentorship programs Continuing education for part-time faculty

23 A qualitative study Use of a longitudinal approach to data collection. Replicating the study with schools of nursing who utilize orientation/mentorship programs. Studies identifying other possible factors

24 Allison-Jones, L. L. & Hirt, J. (2004). Comparing the teaching effectiveness of part-time and full-time clinical nurse faculty. Nursing Education Perspectives, 25(5), American Association of Colleges of Nursing. (2008). Nursing faculty shortage. Retrieved from Andrews, M. & Roberts, D. (2003). Supporting student nurses learning in and through clinical practice: The role of the clinical guide. Nurse Education Today, 23, Burgess, L. & Samuels, C. (1999). Impact of full-time versus part-time instructor status on college student retention and academic performance in sequential courses. Community College Journal of Research and Practice, 23(5),

25 DeSantis, K. L. (2012). Perceptions of teaching effectiveness of part-time and full-time clinical nursing faculty of BSN education. Capella University). ProQuest Dissertations and Theses,, 94. Retrieved from ( ). Hanson, K. & Stenvig, T. (2008). The good clinical nursing educator and the baccalaureate nursing clinical experience: Attributes and praxis. Journal of Nursing Education, 47(1), Holmes, S. P. (2006). Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty. (Unpublished doctoral dissertation). Auburn University, Auburn, Alabama. Jaeger, A. (2008). Contingent faculty and student outcomes. Academe, 94,

26 Knox, J. E. & Mogan, J. (1985). Important clinical teacher behaviours as perceived by university nursing faculty, students, and graduates. Journal of Advanced Nursing, 10, Kelly, R. (2006). Engaging baccalaureate clinical faculty. International Journal of Nursing Education Scholarship, 3(1), Landrum, E. (2009). Are there instructional differences between full-time and part-time faculty? College Teaching, 57(1), Stark, P. (2003). Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers. Medical Education, 37,

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