Teaching Effectiveness Of Clinical Instructors In Nursing Education

Radzmir and Alijandrina Habibon and Jalilul

doi:10.62596/e0ch2a85

Authors

Radzmir M. Habibon and Alijandrina T. Jalilul Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/e0ch2a85

Keywords:

Teaching Effectiveness, Clinical Instructors, Nursing Education

Abstract

This study investigated the teaching effectiveness of clinical instructors in nursing education in Sulu, Philippines, utilizing a sample of 100 level III and IV nursing students from five different nursing schools. The research aimed to comprehensively assess instructor effectiveness, exploring several key areas. Firstly, it examined the demographic profile of the student respondents, focusing on age, gender, and year level. Secondly, it evaluated the level of teaching effectiveness based on three key dimensions: instructor personality, skills, and teaching strategies. A crucial aspect of the study involved analyzing whether significant differences in teaching effectiveness existed across various demographic categories. Finally, the study investigated the correlations between the different subcategories of teaching effectiveness. The methodology involved a three-part modified survey questionnaire adapted from existing research on teaching-related factors. Part I collected socio-demographic data from the students. Part II employed a 24-item Likert scale (5-point scale) to quantitatively assess the teaching effectiveness of their clinical instructors across the three dimensions mentioned above. Part III incorporated open-ended questions to gather rich qualitative data, providing valuable contextual information and student perspectives. The findings revealed a representative sample across age, gender, and year level. The overall level of teaching effectiveness was determined to be moderate across all three dimensions (personality, skills, and strategies). Significantly, the results highlighted the critical need for integrating formative assessment methods into the curriculum, alongside summative evaluations. The strong interrelationship between student engagement, motivation, instructor feedback, and instructional practices was also a key finding, suggesting that improvements in any one area could positively impact the others.

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