An analysis of clinical teacher behaviour in a nursing practicum in Taiwan

Strategies for enhancing Chinese students' engagement in a large class learning environment: An interpretative phenomenological approach

AIM

It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers' instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face".

BACKGROUND

Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches.

DESIGN

A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong.

METHODS

Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis.

RESULTS

Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships.

CONCLUSIONS

In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".

A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum

AIM

This study explores the transition process clinical faculty experience when changing to teaching in a concept-based curriculum.

BACKGROUND

Literature related to faculty support during curricular change is sparse and offers little guidance to assist clinical faculty.

METHOD

A qualitative study was conducted with participants from nursing programs in a statewide consortium. Semistructured interviews were transcribed to identify themes that linked participants' experiences to transition stages. Additional research included review of clinical assignments and observation of faculty while teaching at a clinical site.

RESULTS

Nine clinical faculty from six nursing programs participated in the study. Five themes linked to the stages of the Bridges Transition Model were identified: Collaboration, Communication, Coordination, Coherence, and Futility.

CONCLUSION

The identified themes revealed that clinical faculty varied in their transition process. These results add to the knowledge of transitional change for clinical faculty.

"Finding My Place in Academia": Understanding the Experiences of Novice Faculty

BACKGROUND

The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult.

METHOD

A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants.

RESULTS

A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative.

CONCLUSION

Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. [J Nurs Educ. 2023;62(8):433-442.].

Exploring the perceptions and barriers of nurses working in remote areas on tele-educational delivery of pharmacy knowledge in Henan, China: a qualitative study

OBJECTIVE

There are insufficient educational resources and opportunities available to nurses at county-level medical institutions in China to receive pharmacy knowledge education. Video conference pharmacy education (VCPE) has become a solution. However, a few studies have explored the perceptions of nurses participating in VCPE. The study was aimed to explore the perceptions of nurses participating in VCPE at county-level medical institutions in remote areas in China. The barriers and suggestions to improve the VCPE were also assessed.

SETTING

The study was conducted in two county-level hospitals in Henan, China.

DESIGN AND PARTICIPANTS

This qualitative study comprises two focus group discussions. Twenty-three nurses from two county-level hospitals in Henan province participated in the interview in May 2019.

RESULTS

The average age of our participants was 34.83±6.24 years old (from 26 to 55 years old). By deeply analysing the data, the following four domains were extracted: Four themes were extracted on VCPE from this qualitative study: (1) the pharmacy knowledge gains from VCPE, (2) the shortcomings VCPE, (3) the advantages of the VCPE and (4) the expectations and suggestions for the VCPE.

CONCLUSION

The results of this study indicate VCPE is a valuable tool to provide education to nurses working at remote area county-level institutions. The results contribute to improvements in future VCPE deliveries.

Perception and Attitude of Health Care Personnel Regarding Integration of Nursing Education and Nursing Services for Patient Care at a Tertiary Care Center of Northern India

This study aims to assess the perception and attitude of health care personnel regarding integration of nursing education and nursing services. Using purposive and stratified random sampling technique, 92 medical faculty, 32 nursing faculty and 346 nursing officers were enrolled. A three-point Likert scale consisting of 15 items and six open ended questions was used to collect the data. Overall, the concept of integration of nursing education and nursing services at their institute was welcomed by 74.4% of health care personnel. Medical faculty (47.8%), nursing faculty (37.5%) and nursing officers (57.5%) scored the concept of integration as very good.

Using the ADDIE Model to Develop a Rusnani Concept Mapping Guideline for Nursing Students

Background

Concept mapping has been established as a learning strategy that encourages critical thinking and creativity among students, leading to the development of a concept mapping guideline designed to guide nurse educators in using this teaching strategy.

Objectives

This paper illustrates the development of a guideline to build a concept mapping based-learning strategy. Called the Rusnani concept mapping (RCM) protocol guideline, it was adapted from the Mohd Afifi learning model (MoAFF) and the analysis, design, development, implementation and evaluation (ADDIE) model, integrated with the Kemp model.

Methods

This model uses the five phases of analysis, design, development, implementation and evaluation. The validity of the guideline was determined by using content and face validity and the Delphi technique. Content validity for this RCM guideline was established using expert review. This formula suggested that if the content validity is greater than 70%, it shows good content validity, and if it is less than 70%, the content validity is low and it is advisable to recheck the content according to the objective of the study.

Results

The reliability of the RCM was 0.816, showing that the RCM guideline has high reliability and validity.

Conclusion

It is practical and acceptable for nurse educators to apply RCM as an effective and innovative teaching method to enhance the academic performance of their nursing students.

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review

BACKGROUND

In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework. This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.

METHODS

This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence.

RESULTS

Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence.

CONCLUSIONS

Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

Changes in nursing students' expectations of nursing clinical faculties' competences: A longitudinal, mixed methods study

BACKGROUND

Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon.

OBJECTIVES

To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour.

DESIGN

A two-phase, mixed-methods design was used.

SETTINGS

The Higher Nursing Education Institution in Osijek, Croatia, European Union.

PARTICIPANTS

A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies.

METHODS

In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies.

RESULTS

The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance.

CONCLUSIONS

BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be considered in the preparation, implementation, and evaluation phase of this vital part of nursing education.

Factors defining the mentoring competencies of clinical midwives: An exploratory quantitative research study in Japan

BACKGROUND

Clinical education is an extremely important process in cultivating healthcare professionals, and the quality of educators has a major impact on the quality of future practitioners. Although practicing clinical midwives contribute to the education of pre-registered midwives and those qualified within the past year (new midwives), the factors defining the educational competencies of clinical midwives have not been clarified.

OBJECTIVES

The purpose of this study was to explore the factors that define the mentoring competencies of clinical midwives involved in educating new midwives.

DESIGN

An exploratory quantitative research study.

METHODS

Questionnaires were distributed to 694 midwives who had previously conducted educational activities with new midwives at the 63 facilities whose administrator or nurse manager in charge of all staff, including midwives, consented to participate. Of the 694 midwives, 464 (66.9%) returned the questionnaire and 451 (65.1%) valid responses were analyzed. Exploratory factor analyses were performed on the following three concepts: [competency as a professional], [competency as an educator], and [personal characteristics].

RESULTS

[Competency as a professional] consisted of two factors: <self-awareness and self-reflection for finding confidence> and <sharing their midwifery practice>; [competency as an educator] consisted of four factors: <supporting experimental study>, <thoughtfulness and empathy for new midwives>, <making effective use of new midwives' own experience> and <commitment to educational activities>; and [personal characteristics consisted of three factors: <exercising leadership> <approachability>, and <tendency to be a caring mentor>. These three concepts were defined by a total of nine sub-concepts (factors), and 41 items were extracted with a reliability coefficient (Cronbach's α) of 0.944 CONCLUSIONS: "Mentoring competencies of clinical midwives (MCCM)" are defined by three concepts and nine sub-concepts, which can be evaluated by 41 items regarding the behavior, thoughts, and characteristics that clinical midwives exhibit when they educate new midwives in clinical settings.

The competence and the cooperation of nurse educators

BACKGROUND

The competence of nurse educators and cooperation between nurse educators and nurse leaders and mentors are important in terms of producing high-quality and evidence-based nursing education.

OBJECTIVES

The purpose of this study was to assess the competence of nurse educators based on their own evaluations as well as those of nursing students, educational administrators, nurse leaders and nurse mentors and to describe the cooperation between educators and educational administrators, nurse leaders and nurse mentors.

DESIGN

A descriptive, cross-sectional survey design was used.

SETTING

The research was conducted in educational and clinical nursing settings.

PARTICIPANTS

The nurse educators, students and educational administrators were from polytechnics offering degree programs in nursing, public health nursing, emergency nursing and midwifery. The nurse leaders represented special health care and primary health care. The nurse mentors were nurses working in the medical wards of the university hospitals.

METHODS

The data were collected via email using a structured questionnaire (A Tool for Evaluation of Requirements of Nurse Teacher).

RESULTS

In total 689 responses were received from nurse educators (n=342), nursing students (n=202), educational administrators (n=17), nurse leaders (n=64) and nurse mentors (n=64). The results show that nurse educators rated their competence as being very good. Nursing students and nurse mentors were the most critical in their evaluations. The cooperation between nurse educators and educational administrators and nurse leaders was rated as good but nurse mentors were quite critical.

CONCLUSIONS

To maintain and improve the competence and cooperation of nurse educators, interventions are needed.

Clinical Nursing Faculty Competence Inventory - development and psychometric testing

AIM

This paper is a report of the development and psychometric testing of the Clinical Nursing Faculty Competence Inventory.

BACKGROUND

Clinical faculty plays a vital role in nursing education. Highly competent clinical faculty is a prerequisite for graduating competent future nurses. Many studies have examined the effectiveness of clinical nursing teaching. Yet, translating this body of knowledge into accurate and comprehensive assessment tools for measuring the competence of nursing faculty remains a challenge.

METHOD

Thirty-one indicators of core competence of clinical nursing faculty were identified thorough literature review, expert consultation and a small sample pilot test. A total of 237 nursing faculty members, students and administrators from six advanced medical colleges in China were surveyed during 2007-2008. Using a five-point Likert-type scale, the respondents identified their level of agreement with statements addressing the components of clinical nursing faculty competence. Exploratory factor analysis was used to determine the factor structure of the inventory.

RESULTS

Students and faculty members valued aspects of clinical nursing faculty competence differently. Exploratory factor analysis using varimax rotation determined construct validity of the inventory and 26 items were retained. Five important categories of clinical nursing faculty competence were revealed: leadership ability, problem solving ability, educational intelligence, general teaching ability and clinical nursing skills. The Cronbach's alpha level of the inventory was 0·91, with each domain ranging from 0·61 to 0·85.

CONCLUSION

The inventory has good psychometric properties and can be used in training and evaluation of clinical nursing faculty.