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Nursing faculty preparedness for clinical teaching
The Journal of Nursing Education
|February 18, 2014
Summary
Many nursing faculty lack adequate preparation for clinical teaching and student evaluation. Enhancing graduate education and professional development is crucial for effective clinical faculty preparation.
Area of Science:
- Nursing Education
- Clinical Pedagogy
- Faculty Development
Background:
- Clinical nursing faculty require evidence-based strategies for teaching and evaluation.
- Many faculty report limited formal preparation for these critical roles.
Purpose of the Study:
- To survey prelicensure nursing faculty regarding their preparation for clinical teaching.
- To identify specific areas where faculty feel least prepared.
- To assess the utilization of evidence-based teaching strategies.
Main Methods:
- A convenience sample of 74 nursing faculty completed a survey on clinical teaching practices.
- Data collection focused on skill development sources, preparedness for specific challenges, and mentorship.
Main Results:
- Most faculty acquired skills through conferences, institutional orientation, or graduate school.
- 31% reported no preparation for clinical teaching; 26% lacked preparation for student evaluation.
- Faculty felt least prepared for managing students with disabilities and incivility.
Conclusions:
- Significant gaps exist in the formal preparation of clinical nursing faculty.
- Graduate education, robust orientation, and ongoing professional development are recommended.
- Improved faculty preparation is essential for effective student management and evaluation.
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