Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

Leodoro J. Labrague*, Denise M. McEnroe-Petitte, Melba Sheila D'Souza, Karen S. Hammad, Jahara Noor Ali Hayudini

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

12 اقتباسات (Scopus)

ملخص

Aims: Nursing faculty members play a pivotal role in the achievement of nursing students’ learning outcomes. A broader understanding of what constitutes effective teaching is essential in order to ensure that effective learning takes place in the clinical area. This review sought to identify the most and least effective nursing faculty characteristics as perceived by nursing students. Methods: An integrative review of the literature was undertaken. Studies were sourced from the following electronic databases: PsycINFO, PubMed Central, CINAHL, Medline and Scopus. An electronic search of relevant studies published between 2001 and 2017 was conducted using the following search terms: ‘nursing’, ‘students’, ‘nurse faculty’, ‘nurse tutor’, ‘nurse educator’, ‘effective’, ‘clinical education’, ‘effectiveness’, ‘clinical instructor’, ‘nurse instructor’, ‘teaching behaviour’, and ‘teaching characteristics’. Findings: Twenty-nine articles met the inclusion criteria. This review revealed that nursing students value nursing faculty's competence and interpersonal skills over their personality traits. Furthermore, the review highlighted that there exists a lack of studies that examine individual factors, which may influence nursing students’ choice of teaching behaviours. Future studies linking teaching behaviours and nursing student learning outcomes are recommended. Conclusion: Nursing faculty must strive to improve their professional competence and interpersonal skills in order to better provide quality education to nursing students.

اللغة الأصليةEnglish
الصفحات (من إلى)23-33
عدد الصفحات11
دوريةScandinavian Journal of Caring Sciences
مستوى الصوت34
رقم الإصدار1
المعرِّفات الرقمية للأشياء
حالة النشرPublished - مارس 1 2020

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