EFFECTIVE CHARACTERISTICS OF A CLINICAL INSTRUCTOR AS PERCEIVED BY BACHELOR STUDENT NURSES

Abstract

Introduction & Background: The quality of clinical training that student nurses get during their practical experience determines the quality of nursing education (Munangatire, et al., 2023; D'Costa, 2016). Nurses play a crucial role in patient care and handling in a variety of health care work environments. Effective clinical environment plays a critical role in preparing nursing and midwifery students by influencing them for learning, which is facing significant problems. One of these issues was the discovery of a significant gap between theory and practice this revealed by many studies (M. AlMekkawi et al., 2020; Boru, 2018; D'Costa, 2016; Peranginangin, 2019). The main responsibility for preparing nursing students is following down on the shoulders of clinical instructors. Therefore, the effective of characteristic of clinical instructors was a pivotal role during the gap in previous studies that concerned determining the instructor effectiveness to be evaluated (Bifftu et al., 2018) was more difficult, there is no research or study in West Bank in Palestine discuss this issue. Aim: The purpose of this study is to explore the characteristics of effective clinical instructors from the bachelor (BScN) students’ perspective. Method: Quantitative cross-sectional descriptive study. To examine how Bachelor's nursing students view clinical teachers' effectiveness, how data was collected and evaluated, and whether demographics affected replies. At An-Najah National University in the West Bank, Palestine, the college of medicine and health sciences' nursing and midwifery department will perform this research. A convenient sample of third- and fourth-year nursing students who met the study's inclusion criteria volunteered to participate, and 100 granted written consent. May–June 2022 questionnaire. In a 2016 Cairo University study by Ismail, Aboushady, and Eswi, the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) was utilized to quantify clinical teacher instructor effectiveness in Arabic. Since 1985, Knox & Mogan developed this. Results: The bulk of the 76 participants were female 49 (64.5%) and male 27 (35.5%). The average student age was 21.11. Fourth-year students were 32 (42.1%), although third-year students 44 (57.9%) were mostly female (61.2%). Five-domain ordering. The best percentage among the number of students per clinical instructor was 4 students. Discussion and Conclusions: Clinical instructors must possess effective characteristics to promote clinical teaching practice as the student nurses expected. The finding indicated that the teaching ability had the highest rate (mean 89.79) as the most important characteristics of clinical instructors then nursing competence, evaluation, interpersonal relations, and the lowest one was the personality. This result was consistent with other studies. Clinical instructors need to be oriented to the domains of effective clinical characteristics to present themselves as effective in clinical teaching ability as a role model.