Students' perspectives of effective and ineffective nursing instructors

Area of Science:

• Nursing Education
• Higher Education Pedagogy
• Student Evaluation of Teaching

Background:

• Assessing the quality of nursing instructors is crucial for effective student learning and professional development.
• Student perspectives offer valuable insights into the multifaceted criteria defining effective nursing instruction.
• Previous research has explored effective teaching characteristics, but student-centered views in contemporary baccalaureate programs require further investigation.

Purpose of the Study:

• To identify and analyze baccalaureate nursing students' perspectives on the key characteristics of effective and ineffective classroom nursing instructors.
• To compare student-identified instructor qualities with findings from previous nursing education studies.

Main Methods:

• A descriptive study design was employed, utilizing a questionnaire administered to 171 baccalaureate nursing students in the midwestern United States.
• Content analysis was performed on student responses to categorize and rank characteristics of effective and ineffective instructors.
• The study also examined the influence of student grades and coursework load on their perceptions of instructor quality.

Main Results:

• Students identified teaching methods, personality, and presentation of course materials as the top three characteristics of an effective nursing instructor.
• Instructor personality emerged as the most significant factor influencing student perceptions of teaching quality.
• These findings contrast with some prior nursing studies where personality traits were ranked lower in importance.

Conclusions:

• Student-centered evaluations highlight the paramount importance of instructor personality in nursing education, alongside pedagogical skills and material presentation.
• Future nursing education research should consider student perspectives to align teaching quality assessments with learner expectations.
• Understanding these student-defined criteria can inform faculty development programs and enhance the overall quality of nursing instruction.