Journal List > J Korean Acad Nurs > v.50(1) > 1143139

Park and Shin: Nurses and Nursing Students’ Recognition of Good Instruction

Abstract

Purpose:

The purpose of this study was to identify and assess from nursing students and nurses in the clinical field what constitute good instruction, through the review of nursing students’ opinions and clinical field demands.

Methods:

The study design was used Creswell’s exploratory sequential design by collecting and analyzing qualitative data obtained from interviews and then analysis of quantitative data. The participations were 79 seniors in nursing schools and 85 nurses with less than three years of clinical experience. The data were collected through individual interviews and analyzed based on Elo and Kyngäs’s content analysis method. The quantitative data were collected using the questionnaire developed based on qualitative results and analyzed by SPSS 23.0 program and Importance Performance Analysis (IPA).

Results:

The results showed that IPA extracted seven items with high importance but low satisfaction: “nursing fads and trends,” “teacher-learner communication and reflection,” “materials used in clinical settings such as monitoring results and test results,” “special presentations by experienced practitioners,” “instruction assures learners’ comprehension,” “accurate and detailed evaluation standards” and “feedback on homework and exam.”

Conclusion

The factors comprising good instruction were verified, and the necessity for additional efforts to improve high importance and low performance factors was noted. Therefore, this study can serve as a guide for nursing education facilities and educators in developing of a thorough education system with excellent instruction designed to achieve an ideal nursing education.

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Figure 1.
Study design.
jkan-50-101f1.tif
Figure 2.
Importance-Performance Analysis (IPA).
jkan-50-101f2.tif
Table 1.
General Characteristics of Participants in Quantitative Survey (N=145)
Variables Categories Students (n=70)
Nurses (n=75)
n % M±SD n % M±SD
Age (yr) 23.0±2.22 24.2±1.19
GPA <3.00 1 1.4 1 1.4
3.00~3.49 40 57.2 32 42.7
3.50~3.99 22 31.4 29 38.6
≥4.0 7 10.0 13 17.3
Total clinical career (yr) <1 26 34.7
1.0~1.9 38 50.7
2.0~3.0 11 14.6
Type of working hospital Tertiary hospital 43 57.3
General hospital 32 42.7
Working department Medical ward 6 8.0
Surgical ward 35 46.7
ICU 13 17.3
Pediatric ward 2 2.7
Emergency room 19 25.3

GPA=Grade point average; ICU=Intentive care unit; M=Mean; SD=Standard deviation.

Table 2.
Differences between Nursing Students and Nurses in Recognition of Good Instruction (N=145)
Categories No Items Importance
Satisfaction
Students (n=70)
Nurses (n=75)
t (p) Students (n=70)
Nurses (n=75)
t (p)
M±SD M±SD M±SD M±SD
Teaching 6 Appropriate for learners level 4.57±0.60 4.34±0.73 2.10 4.03±1.01 3.89±0.88 0.86
  contents (.037) (.386)
7 Directly related to critical judgment and job 4.07±0.86 4.52±0.66 1.00 3.62±1.02 3.87±1.06 0.41
performance (.319) (.685)
9 Contents that arouse learners’ interest 4.24±0.75 4.17±0.84 0.52 3.79±1.08 3.80±1.03 -0.08
(.602) (.935)
15 Nursing fads and trends 4.43±0.69 4.48±0.74 -0.43 3.91±1.03 3.29±1.11 3.48
(.667) (.001)
31 Conducive self-recovery 3.63±0.98 3.78±0.86 -0.91 3.30±1.13 3.12±1.19 0.92
(.365) (.360)
32 Inter-occupation cooperation 4.06±0.98 4.08±0.86 -0.16 3.59±1.11 3.32±1.14 1.406
(.876) (.165)
36 Overall contents comprehension and 4.46±0.61 4.07±0.76 3.44 3.91±0.97 3.59±0.87 2.11
integrated thinking (.001) (.037)
37 Reasonable context and detail 4.47±0.65 4.11±0.76 3.08 3.83±1.01 3.81±0.91 0.10
(.002) (.924)
38 Linking theory and clinical field through field 4.53±0.68 4.45±0.78 0.62 3.80±1.06 3.81±1.01 -0.08
examples (.536) (.938)
40 Explanation of the theoretical basis and 4.24±0.71 4.00±0.82 1.90 3.74±0.90 3.45±0.92 1.92
mechanism (.060) (.057)
Teaching 8 Arousing learning motivation through reasons 4.07±0.86 3.88±0.88 1.32 3.62±1.02 3.54±0.88 0.52
  methods to take the course (.189) (.603)
13 Establishing opportunities for thinking through 3.83±0.88 3.72±0.83 0.76 3.26±1.03 3.31±0.91 -0.31
questions (.447) (.760)
14 Specific description 4.50±0.65 4.36±0.65 1.29 4.07±0.98 3.97±0.84 -0.65
(.198) (.518)
16 Core contents simplified, important contents 4.47±0.72 4.43±0.72 0.38 4.11±0.97 4.09±0.81 0.14
emphasized (.708) (.888)
17 Active interaction and feedback between 3.87±0.90 4.03±0.77 -1.12 3.46±1.02 3.47±0.95 -0.06
teacher and learners (.265) (.954)
18 Teacher-learner communication and reflection 4.11±0.86 4.11±0.69 0.06 3.59±1.07 3.51±0.95 0.47
(.953) (.638)
19 Sharing opinions and experiences through 3.66±0.96 3.85±0.78 -1.35 3.33±1.07 3.41±0.82 -0.54
interaction among learners (.179) (.593)
20 Opportunity for direct learner performance 4.01±0.89 4.20±0.77 -1.34 3.51±0.96 3.83±0.98 -1.94
(.181) (.054)
21 Simulation-based critical judgment 4.07±1.00 4.41±0.66 -2.45 3.73±1.03 3.95±0.93 -1.39
(.015) (.183)
22 Teacher’s passion 4.39±0.80 3.97±0.87 2.96 3.91±1.03 3.57±1.01 2.03
(.004) (.044)
23 Teacher's thorough preparation for class 4.57±0.63 4.36±0.61 2.06 3.97±1.04 3.88±0.88 0.57
(.041) (.568)
24 Materials used in clinical settings such as 4.47±0.63 4.56±0.60 -0.87 3.84±1.06 3.49±1.28 1.79
monitoring results and test results (.387) (.076)
26 Use of Power Point presentations with well- 4.43±0.69 3.85±0.93 4.23 4.12±1.01 3.80±0.91 1.99
organized core contents (<.001) (.048)
27 Presenting assignments for self-learning 3.74±0.96 3.61±0.81 0.91 3.30±0.98 3.27±0.83 0.20
(.362) (.845)
28 Clearly state what to expect from students 4.10±0.68 3.96±0.80 1.13 3.77±0.76 3.59±0.85 1.35
according to the course goal (.261) (.179)
29 Special presentations by experienced 4.13±1.01 4.41±0.70 -1.91 3.45±1.14 3.66±1.17 -1.10
practitioners (.059) (.275)
33 Utilization of audiovisual media (video, 4.21±0.78 4.28±0.69 -0.57 3.96±0.89 4.08±0.72 -0.92
picture, etc.) (.572) (.358)
39 Promoting problem solving ability and critical 3.53±0.96 3.63±0.91 -0.63 3.14±1.04 3.20±0.99 -0.34
thinking through debate (.529) (.735)
42 Instruction assures the understanding of 4.13±0.83 4.21±0.72 -0.66 3.61±0.94 3.61±0.93 0.01
learners (.513) (.995)
Teaching 5 Opportunity of reflective thinking 3.03±0.99 3.39±0.86 -2.36 3.00±0.92 2.92±0.90 0.53
evaluation through peer review and self-assessment (.020) (.596)
10 Accurate and detailed evaluation standards 4.20±0.77 3.88±0.90 2.29 3.63±0.92 3.56±0.93 0.45
(.023) (.657)
11 Evaluation with descriptive-type and case-type e 3.77±0.91 3.77±0.89 -0.04 3.23±0.88 3.37±1.00 -0.90
questions used for multilateral thinking (.972) (.369)
12 Instruction with feedback on homework and 4.20±0.88 4.05±0.86 1.01 3.31±1.29 3.44±0.90 -0.68
exam (.315) (.501)
25 Teaching-contents oriented evaluation 4.24±0.75 4.07±0.86 1.31 3.71±1.01 3.64±0.82 0.49
(.192) (.626)
30 Evaluation according to individual 3.63±0.81 3.88±0.78 -1.46 3.34±0.95 3.26±0.87 0.55
development levels (.147) (.587)
35 Instruction with equity in the evaluation of 4.29±0.73 3.83±0.88 3.45 3.73±1.05 3.52±0.84 1.32
each individual (.001) (.188)
Teaching 34 Proper class size 4.19±0.79 4.19±0.84 -0.03 3.91±0.94 3.82±1.00 0.56
  environment (.980) (.580)
41 Imitated clinical setting 4.09±1.02 4.27±0.84 -1.17 3.60±1.04 3.64±1.16 -0.22
(.245) (.828)

M=Mean; SD=Standard deviation; No=Item number of questionnaire.

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