CLINICAL TEACHING BEHAVIORS OF NURSING FACULTY AS PERCEIVED BY FACULTY AND CLINICAL COLLEAGUES.
Contributors: University of Texas at Austin.
Published: 1988
Number of pages: 212
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: Evaluation literature highlights the need for multiple data sources for objective evaluations. Clinical teaching is an important aspect of the nursing faculty member's role; therefore, reliable evaluation data on clinical teaching in nursing are essential. To date, the examination of clinical teaching focuses primarily on clinical teaching behaviors considered important by students. Thus other sources of evaluative data need to be examined. The purpose of this study was to identify clinical teaching behaviors perceived by clinical colleagues and faculty members as important to the clinical teaching role, observable by clinical colleagues, and that might be evaluated by clinical colleagues.

A three-round Delphi technique was used to collect data about clinical teaching behaviors from two groups nation-wide: (a) medical-surgical faculty members in NLN accredited baccalaureate programs, nominated by their deans as expert clinical teachers and (b) clinical colleagues, registered nurses who worked with faculty subjects on the clinical units.

Sixty behaviors that clinical colleagues might evaluate were listed by the 71 faculty members and 83 clinical colleagues participating in the first Delphi round. The behaviors were divided into three categories: 19 nursing skills, 19 interpersonal skills, and 22 instructional skills. Both groups independently identified comparable behaviors, providing some evidence of similarity among nurses in education and service in perception of the clinical teacher role.

On the second round, the clinical teaching behaviors from round one were rated on a 5-point Likert scale according to three measures: importance of the behavior, observability of the behavior by clinical colleagues, and capability of clinical colleagues for evaluating the behavior. MANOVA revealed significant differences (p $<$.001) between the groups in ratings on the three dependent measures. Rerating by 64 faculty and 63 clinical colleagues on the third round revealed that 26 behaviors--9 nursing, 12 interpersonal, and 5 instructional behaviors--achieved consensus as important behaviors which clinical colleagues could observe and evaluate. Consensus was achieved when over 50% of each group rated the behavior as 4 or 5 with no more than 25% of each group rating it as 1 or 2. The identification of these 26 behaviors suggests that clinical colleagues may be another source of evaluative data about clinical teaching behaviors.
Notes: Source: Dissertation Abstracts International, Volume: 50-02, Section: B, page: 0500.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1988.

School code: 0227.