Evaluating teaching engagement of clinical teachers conducting clinical practice

Watanabe Junko, Fukumiya Tomoko, Yamada Mamiko, Komotuzaki Kiiko, Sato Yoko, Yamazaki Aya, Fukuchimoto Harumi, Osaki Chieko

doi:10.19012/janap.23.1_82

Purpose: Purpose of this study was 1) to evaluate educational engagement of clinical faculty during the clinical practicum; and 2) to gain understanding of the outcome of the newly implemented clinical faculty system.Method: Adopting the Japanese version of Effective Clinical Teaching Behaviors Assessment Scale, an anonymous questionnaire was administered to nursing students who did clinical practicum under the supervision of clinical faculty (N=56), clinical preceptors who worked closely with the clinical faculty (N=25), and nurse managers from the units where clinical practicum occurred (N=13). Participants were asked to provide feedback in writing regarding educational engagement of the clinical faculty and the clinical faculty system.Results: The results indicated that all three groups evaluated positively about the clinical faculty's Teaching activities. The students highly evaluated teaching contents that is relevant to clinical practice at the bedside. The faculty's facilitation for nursing inquiry was also evaluated highly. However, the results indicated that the nursing students were very nervous during the clinical practicum, the clinical faculty might need to pay attention to reduce tension in the environment for the nursing students. The clinical preceptors expected clinical faculty to be a bridge builder between theoretical knowledge and clinical practice. Nurse managers had expectations for the clinical faculty to contribute 1) to become a mentor for the clinical preceptors; 2) improvement of quality and skill level of nurses of the units; and 3) to help new graduates to successfully transition into staff nurses' role. Evaluation of the clinical faculty system, issues such as unclear role definition of the clinical faculty, and allocation of clinical faculty were identified.Conclusion: Clinical faculty system and clinical faculty's educational engagement are positively received by the students, clinical preceptors, and nurse managers, which indicated that clinical faculty might bring a positive impact not only for clinical practicum for nursing students, but also for the staff nurses and the clinical units where clinical practicums take place.

Evaluating teaching engagement of clinical teachers conducting clinical practice

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