Factors Related to Modification of Clinical Teaching Approaches by Nurse Faculty in Baccalaureate Nursing Programs

Abstract

There is justification for the study of all aspects of the teaching of clinical nursing apart from teaching in the classroom. Answers to questions related to the modification of teaching practices are not clearly defined in the literature. This study proposed to identify what factors relate to the modification of teaching practices in the clinical area.

The study used sample survey and applied a model for examining modification of clinical teaching approaches adapted from Maehr and Braskamp's Personal Investment Theory. The sample (n = 140) was randomly drawn from a national population and was selected in two stages through a stratified proportionate to size technique. The response rate was 95% from programs and 64% from nurse faculty. The nurse faculty respondents (n = 85) completed a demographic questionnaire, were interviewed by telephone by the investigator, and then completed a self-administered Inventory of Personal Investment.

Analysis of the data includes descriptive statistics, Pearson's product-moment correlations, and stepwise multiple regression techniques. Although the statistical findings were weak, the data suggest (a) evaluative feedback on clinical teaching is available to nurse faculty; (b) evaluative feedback is considered appropriate and credible, dependent upon the source and format of the evaluation; (c) faculty modify their teaching approaches; (d) modification of teaching approaches is influenced by student evaluations, and with qualifications, faculty and agency peer evaluations, and student performance; and (e) faculty value modification of teaching approaches given the opportunity to do so and given feedback that they are able to do so. The data also suggest that faculty will modify their teaching approaches, if they are recognized for their actions.

Findings suggest that personality factors do not appear to relate to change in teaching approaches. Tenured status, higher rank, and achievement of advanced degrees relate to those who modify their teaching approaches.

Recommendations are made for a clinical nurse faculty formative development program and graduate nursing education programs. Support is given for use of the telephone interview for collection of data in nursing education. Recommendations for further research in nursing education are provided.