CHARACTERISTICS OF EFFECTIVE CLINICAL EDUCATORS LITERATURE REVIEW Presented by: Jennifer Black, Teresa Evangelou, Sarbjit Jaswal, and Anna Kneblewski

An effective clinical educator: Is knowledgeable about the clinical practice area Is clinically competent Knows how to teach Relates effectively to students Is enthusiastic about teaching Serves as a role model for students or selects clinicians who will model important professional behaviors. (Gaberson & Oermann, 2010, p. 70)

According to the research by Gignac-Caille and Oermann (2001), students identify the most important characteristics of effective clinical instructors as follows: Demonstrate clinical skill and judgment Explain clearly Is well prepared for teaching Does not criticize students in front of others Is approachable Emphasizes what is important Corrects students’ mistakes without belittling them Communicates clearly expectations of students Demonstrates communication skills Provides constructive feedback on students’ performance

Kelly (2007) provides us with the following characteristics and attributes of excellent clinical teachers: Knowledgeable Use multiple teaching strategies Clearly communicate expectations and outcomes Remain student-centered Draw all students into active questioning and learning through discovery Have sound interpersonal skills Have the ability to provide feedback Are clinically competent Know how to teach Are good role models and encourage mutual respect

According to Rogers, Lautar, and Dunn (2010), effective clinical instructors demonstrate the following behaviours : Set or define learning goals with students Assess students’ level of skills initially based on learning goals Understand adult learning principles Understand different learning styles Plan learning experiences before the student arrives Have the appropriate techniques to supervise and instruct students Know how the clinical experiences fit into the curriculum Understand how the clinical teaching role is defined by the program Understand his or her role as an evaluator Evaluate student progress Use effective methods in questioning students Act as a role model for students

Hickey’s (2010) research shows that effective clinical educators employ the following teaching practices: Facilitative instruction Actively seeking learning opportunities for students Having clear communication of expectations Being approachable Promoting student independence Helping students develop clinical judgment skills

The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) by Mogan and Knox The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) is a list of 47 behaviours believed to positively influence the learning of nursing students in the clinical setting (Mogan & Knox, as cited in Kube, 2010). Behaviours are grouped into the following five categories: 1.Teaching ability 2.Nursing competence 3.Evaluation 4.Interpersonal relations 5.Personality.

The Nursing Clinical Teacher Effectiveness Inventory (NCTEI, Mogan & Knox, as Cited in Kube, 2010). Teaching Ability 1 Explains clearly 2 Emphasizes what is important 3 Stimulates interest in subject 4 Remains accessible 5 Demonstrates procedures 6 Guides students development skills 7 Provides practice opportunity 8 Offers special help 9 Well prepared for teaching 10 Enjoys teaching 11 Encourages participation 12 Instructs at student level 13 Grasps what students ask 14 Answers carefully 15 Questions students to elicit reasoning 16 Helps students organize thoughts 17 Promotes student independence Nursing Competence 18 Demonstrates clinical skill and judgment 19 Demonstrates communication skills 20 Reveals broad reading in field 21 Discusses current development 22 Directs students to literature 23 Demonstrates breadth of knowledge 24 Recognizes own limitations 25 Takes responsibility for own actions 26 Good role model Evaluation 27 Makes specific suggestions for improvement 28 Provides frequent feedback 29 Identifies student strengths and limitations 30 Observes student performance frequently 31 Communicates expectations of students 32 Gives students positive reinforcement 33 Corrects mistakes without belittling 34 Does not criticize students in front of others Interpersonal Relations 35 Provides support and encouragement 36 Is approachable 37 Encourages a climate of mutual respect 38 Listens attentively 39 Shows a personal interest in students 40 Demonstrates empathy Personality 41 Demonstrates enthusiasm 42 Is a dynamic and energetic person 43 Self-confidence 44 Is self-critical 45 Is open-minded and non- judgmental 46 Has a good sense of humor 47 Appears organized

References Gaberson, K. & Oermann, M. (2010). Clinical teaching strategies in nursing (3 rd ed.). New York: Springer. Gignac-Caille, A. & Oermann, M. (2001).Student and faculty perceptions of effective clinical instructors in ADN programs. Journal of Nursing Education, 40(8), Retrieved from search.proquest.com.aupac.lib.athabascau.ca/docview/ ?accountid=8408 Hickey, M. (2010). Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice. Journal of Professional Nursing, 26(1), doi: dx.doi.org.aupac.lib.athabascau.ca/ /j.profnurs Kelly, C. (2007). Students perceptions of effective clinical teaching revisited. Nurse Education Today, 27(8), doi: Kube, M. L. (2010). The relationship of nursing faculty clinical teaching behaviors and student learning. (Unpublished doctoral dissertation). College of Saint Mary, Omaha. Retrieved from Rogers, J., Lautar, C., & Dunn, L. (2010). Allied health students' perceptions of effective clinical instruction, Health Care Manager, 29(1), doi: /HCM.0b013e3181cca311