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Area of Science:

  • Nursing Education
  • Pedagogy
  • Higher Education

Background:

  • Effective educators require adaptable classroom strategies and strong interpersonal skills.
  • Advanced degree nursing students often lack formal training in teaching methodologies before employment.
  • Limited research exists on teaching effectiveness specifically within nursing education.

Purpose of the Study:

  • To explore behaviors perceived as effective by nursing faculty.
  • To identify essential teaching skills for advanced degree nursing students.
  • To establish a foundation for evidence-based teaching practices in nursing programs.

Main Methods:

  • Utilized the Teacher Behavior Checklist (TBC) for the first time in nursing education.
  • Surveyed nursing faculty at a public university to gather perceptions of effective teaching behaviors.
  • Analyzed checklist data to identify key behavioral indicators of teaching effectiveness.

Main Results:

  • Identified specific behaviors that nursing faculty perceive as crucial for effective teaching.
  • The Teacher Behavior Checklist proved a viable tool for assessing teaching behaviors in this context.
  • Data revealed a gap between the need for teaching skills and current preparation for advanced degree nursing students.

Conclusions:

  • Advanced degree nursing students would benefit from structured training in evidence-based teaching behaviors.
  • Implementing pedagogical preparation programs can enhance the effectiveness of nursing faculty.
  • This research provides a basis for developing targeted interventions to improve nursing education.