| Summary: | This study sought to identify nursing students’ perceptions of
effective clinical teacher behaviours, and to determine whether novice
and advanced beginner students perceive different teacher behaviours
as effective. The theoretical framework for the study drew on the
concepts of clinical teacher behaviours (Reilly & Oermann, 1992),
students’ perceptions (Woodruff, 1967), and the competency levels of
the students (Benner, 1984). The study took place in selected colleges
and university colleges within British Columbia, collaborating to develop
and implement a ‘caring curriculum’ (Bevis & Watson, 1989). The study
sample included 83 students enrolled in their third term, who were
considered novices, and 55 students enrolled in their sixth term, who
were considered advanced beginners. Data were collected through
the use of two instruments: the Priority Clinical Teacher Behaviour
Questionnaire; and the Nursing Clinical Teacher Effectiveness Inventory.
Results of the study indicated that all students emphasized the
need for clinical teachers to be knowledgeable, demonstrate clinical skill
and judgment, be approachable, provide support, and be open
minded and non-judgmental. Novice and advanced beginner students
shared many of the same perceptions regarding effective clinical teacher behaviours, although certain differences were evident. Novice
students placed more emphasis than advanced beginner students did
on teacher behaviours of being caring, giving positive feedback, and
demonstrating clinical skill and judgment. Advanced beginner students,
on the other hand, placed more emphasis on teacher behaviours of
taking responsibility for their actions, and being honest, enthusiastic, and
nonjudgmental. Analysis also revealed a subset of behaviours
emphasized by advanced beginner students. Statistically significant (p <
.05) differences were found between advanced beginner and novice
ratings of certain categories of teacher behaviours, such as personal
characteristics, interpersonal skills, and evaluation. Students’ perceptions
were also found to vary somewhat across sites. While some of these
findings supported research previously conducted in the area, other
findings offered a new perspective on students’ perceptions of effective
clinical teacher behaviours.
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