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PubMed2006

Varicella outbreak among primary school students--Beijing, China, 2004.

INTRODUCTION: On June 9, 2004, a varicella outbreak was reported in a Beijing primary school affecting approximately 80% of children in one preschool classroom. An outbreak investigation was initiated to identify factors contributing to the high rate of transmission and to assess the effectiveness of control measures. METHODS: A varicella case was defined as onset of a generalized, vesicular pruritic rash lasting >4 days in a student at the school during January 1-June 26, 2004. Parents of all students in the four lowest grades (K-2) were questioned concerning varicella illness before January 1, 2004. Exposure and vaccination histories of 111 ill students and 120 control students with no history of varicella were compared. RESULTS: During January 1-June 26, 2004, of 1,407 students, 138 (9.8%) had varicella; 488 (35%) K-2 students had no history of varicella before the outbreak. In five classrooms in which attack rates (ARs) were high (>40%), a primary-case student had remained in school 2 days while ill with a rash. The secondary attack rate (SAR) in these classrooms was 21%, compared with 1.7% in classrooms in which the first ill student was sent home immediately (risk ratio [RR] = 10; 95% confidence interval [CI] = 3.7-29.0). A total of 111 (70%) ill students rode the school bus daily, compared with 120 (33%) control students (odds ratio [OR] =4.9; CI = 2.7-9.0). A total of 73 (33%) ill students had a history of varicella vaccination before January 1, 2004, compared with 32 (69%) control-students (OR = 0.22; CI = 0.08-0.59). CONCLUSION: Students who were not excluded from school on the first day of rash were key contributors to the spread of varicella in their classrooms. High susceptibility to varicella at school entry indicates that vaccination of susceptible students might be the only effective measure to control this recurrent problem.

Case-Control Studies↗
PubMed1987

Comparison of performance of final-year students from three Australian medical schools.

Between 1984 and 1986, 888 final-year medical students from The Universities of Sydney, Western Australia and Newcastle took part in trial examinations that comprised multiple-choice questions, modified essay questions and a patient management problem. Differences in student performance among the schools were small. In 1984 and 1985, Newcastle students performed less well than did Sydney students on multiple-choice questions that were prepared by The University of Sydney, but there was no difference between the schools in 1986. Sydney students performed better than did Newcastle students on the multiple-choice question paper that was prepared by The University of New South Wales in 1984, but in the last two years no differences have been detected between the schools in performance on this paper. The performance on modified essay questions in 1984 suggested that Newcastle students were stronger in behavioural sciences and weaker in pathological sciences than were Sydney students. Sydney students performed less well than did Newcastle students in the patient management problem in 1985, particularly in the area of the use of clinical investigations. On the one occasion of testing that involved students from The University of Western Australia (in 1985), these students performed best of the three schools in the patient management problem, and roughly equally with students from Sydney and Newcastle in the multiple-choice question papers. Differences among the schools usually amounted to less than 10% and might have been accounted for by differences in familiarity with test instruments. We conclude that medical students are likely to graduate from The University of Sydney, Western Australia and Newcastle with similar levels of knowledge of internal medicine. Possible differences in problem-solving ability require further study, particularly in the clinical setting.

Australia↗
PubMed2000

Tobacco smoking habits, attitudes and beliefs among nurse and medical students in Tuscany.

In this study we evaluated the smoking habits, beliefs and attitudes of nurse and medical students at the University of Siena and Florence, Italy. Students who entered the 1st year of school in 1998 were asked to complete a self-administered anonymous questionnaire. Two hundred medical students completed the questionnaire; they had a mean age (+/-SD) of 19.8+/-1.7 years and 68% were females. A total of 205 nurse respondents answered to the questionnaire; they had a mean age of 21.8+/-4.1 years and females were 83% of the total. The overall response rate among students always remained higher than 85%. Thirty per cent of medical students were current smokers, and 5% former-smokers. A total of 43% of nurse students were current smokers and 11.5% former-smokers. Nurse students were more likely to smoke than medical students (p = 0.001). Among current smokers, the number of daily cigarettes smoked and the degree of nicotine addiction did not differ between groups. The prevalence of maternal smoking were higher among nurse students. In spite of students' beliefs the knowledge about smoking remained generic in both groups. Nurse students were less aware than medical students of their special responsibility towards people about tobacco smoking. Such a difference remained significant also after adjustment for smoking status (p < 0.01). Students overestimated the prevalence of current smokers among health caregivers of the local hospitals, and Italian people and adolescents. Targeted and continuous training about smoking prevention should be mandatory in Italian medical and nurse schools.

Adolescent↗
PubMed1999

Discontinuation, leaving reasons and course evaluation comments of students on the common foundation programme.

There is considerable financial incentive, at all levels, to reduce student nurse wastage and maintain recruitment to a workforce of professional nurses. This strategy is being pursued in a period following major educational change, when the attrition levels and leaving reasons of students need to be reassessed. Previous reports have identified a high voluntary loss of students on the common foundation programme (CFP) of the pre-registration nursing course. In order to achieve a better understanding of the basic problems faced by student nurses who consider leaving the CFP, questionnaires were distributed to three groups of students: current CFP students; students who had completed the CFP; and students who had discontinued training. The questionnaire responses show that course-based problems, identified as prime leaving reasons by the current and completed student groups, differ from the actual leaving reasons of discontinued students obtained by exit questionnaire. The attitudes of participating and discontinued students to theory, clinical and pastoral components of the CFP are not dissimilar. Some trends in attrition rate relate significantly to student category. Our results have implications for the management of student nurse attrition.

Adult↗
PubMed1980

Stress-related illnesses and sources of stress: comparing M.D.-Ph.D., M.D., and Ph.D. students.

A study was conducted to determine the prevalence and incidence of stress-associated illnesses and to identify possible sources of stress among students enrolled in the M.D.-Ph.D. program of a midwestern university. Specially constructed questionnaires were completed by 45 M.D.-Ph.D. students, 334 M.D. students, and 42 Ph.D. students at this university. The information obtained from the M.D.-Ph.D. students was compared with the responses of the M.D. students and the Ph.D. students. Male M.D.-Ph.D. students had a significantly higher incidence of hypertension, colitis, and asthma, while female M.D.-Ph.D. students reported a higher usage of antacids and occurrence of gastritis or ulcers during the time that they were enrolled in their programs. M.D.-Ph.D. students indicated that the fear of flunking out of school and the grading system were more stressful than did the M.D. students. Additionally, relationship with the graduate adviser and the graduate committee was more stressful to M.D.-Ph.D. students than to Ph.D. students.

Amenorrhea↗
PubMed2002

Medical and midwifery students: how do they view their respective roles on the labour ward?

BACKGROUND: It has been suggested that much of the medical and midwifery student curricula on normal pregnancy and birth could be taught as a co-operative effort between obstetric and midwifery staff. One important element of a successful combined teaching strategy would involve a determination of the extent to which the students themselves identify common learning objectives. AIM: The aim of the present study was to survey medical and midwifery students about how they perceived their respective learning roles on the delivery suite. METHODS: A descriptive cross-sectional survey study was undertaken. The study venue was an Australian teaching and tertiary referral hospital in obstetrics and gynaecology Survey participants were medical students who had just completed a 10 week clinical attachment in obstetrics and gynaecology during the 5th year of a six year undergraduate medical curriculum and midwifery students undertaking a one year full-time (or two year part-time) postgraduate diploma in midwifery. RESULTS: Of 130 and 52 questionnaires distributed to medical and midwifery students, response rates of 72% and 52% were achieved respectively The key finding was that students reported a lesser role for their professional colleagues than they identified for themselves. Some medical students lacked an understanding of the role of midwives as 8%, 10%, and 23% did not feel that student midwives should observe or perform a normal birth or neonatal assessment respectively. Of equal concern, 7%, 22%, 26% and 85% of student midwives did not identify a role for medical students to observe or perform a normal birth, neonatal assessment or provide advice on breastfeeding respectively. SUMMARY: Medical and midwifery students are placed in a competitive framework and some students may not understand the complementary role of their future colleagues. Interdisciplinary teaching may facilitate co-operation between the professions and improve working relationships.

Clinical Clerkship↗
PubMed1997

Khmer dental and medical students' knowledge about the betel quid chewing habit in Cambodia.

95 of 144 questionnaires submitted by volunteer Khmer medical and dental students on the betel quid chewing habit in Cambodia were evaluated (58 medical, 37 dental). Questions related to the composition of the betel quid, the physiological and oral effects as well as traditional and sociological aspects. Statistical tests showed that there were differences between dental and medical students, particularly relating to the knowledge about oral effects. While 81.1% of dental students knew that betel quid chewing causes oral cancer, only 31.0% of the medical students were adequately informed. Similarly, 51.4% of the dental students knew about the relation between betel quid chewing and submucous fibrosis compared to 8.6% of the medical students (P < 0.001). In contrast, only 18.9% of the dental students thought that betel quid chewing strengthens the gum, while 56.9% of the medical students believed that betel quid chewing would have this effect (P < 0.001). The answers also showed that students do not indulge in the betel quid habit. The decline of the betel quid chewing habit was also indicated by the fact that while 5.3% of students had parents chewing betel quid, in contrast 40% of students reported grandparents with this habit. There are deficiencies of knowledge about the most important effects of betel quid chewing, particularly in medical students. Since both medical and dental students will in their future professional life have an enormous impact on health and health education, it seems justified that the dental and medical curricula should focus on these traditional habits. Proper health education starting in the dental and medical school is warranted in Cambodia and probably also in other South and Southeast Asian countries where the betel quid chewing habit is prevalent so as ultimately to improve public knowledge on the oral and other effects of this habit.

Areca↗
PubMed1994

Nurses and smoking: a comparative study of students of nursing and teaching.

This exploratory study compared three student groups (n = 221)--college student nurses, hospital student nurses and student teachers--in terms of their smoking behaviour, factors influencing smoking and their beliefs and values. More student nurses, both hospital and college students, smoked than student teachers while more hospital student nurses were smoking than college student nurses. The majority of students who smoked started smoking before they started their nursing and teaching courses. The influence of friends was the most important factor in starting smoking while enjoyment was the main reason for continuing to smoke. The risks in smoking were acknowledged by all groups. Student nurses were more likely to believe that smoking reduces stress levels. Hospital student nurses and student teachers were unconvinced about the health promotion role of nurses.

Adult↗
PubMed2003

Comparison of planning and using free time among students of the Faculty of Pharmacy and the Faculty of Nursing and Health Sciences.

The work presents a research of the group of third year students from two faculties of the Medical University in Lublin. The aim of the research was find out the correlation and differences in the ways of managing and using the so-called 'leisure time'; in relation to stable factors, as well as the system and the direction of studies and environmental factors, dependent on the influences of the psychosociological surrounding. 114 students of the Faculty of Pharmacy and also 55 daily and 51 extramural students of the Faculty of Nursing and Health Education were examined. It has been stated that students of the Faculty of Nursing and Health Education devoted most of their time to house work, reading books and magazines and watching TV, which differentiated them from pharmacy students. Daily students of both faculties in comparison with extramural students spent more time on listening to the radio, going to the cinema or taking part in social meetings. Daily students of the Faculty of Nursing and Health Education devoted more time to sport, walking, reading books and magazines, hobbies and going to the theatre, opera, museum, concerts and exhibitions, not only in comparison with the extramural students, but also with the pharmacy students. A few students showed interest in part-time work during the academic year, although their number rose during the period of holidays, especially among daily students of the Faculty of Nursing and Health Sciences. On the basis of the research it was stated that the way of managing and actual spending of leisure time was influenced by the direction of studies, family situation and sex of the examined students.

Adult↗
PubMed2002

Competency-based student self-assessment on a surgery rotation.

BACKGROUND: Although self-assessment is an essential component of self-directed adult learning, few data exist regarding the ability of medical students to perform this important task. Therefore, the purpose of this study was to evaluate the ability of medical students to perform self-assessment during a third-year surgery clerkship. METHODS: Sixty-eight (34 male, 34 female) third-year medical students assessed their progress at the midpoint of an 8-week surgery clerkship using an 11-item, competency-based evaluation. Students compared perceptions of their performance with a faculty member's assessment using the identical evaluation form. RESULTS: Male students tended to overestimate their midclerkship performance compared with faculty formative and summative evaluations (3.31 +/- 0.03 vs 3.23 +/- 0.03 and 3.28 +/- 0.03) although this did not reach statistical significance. Female students significantly underestimated their midclerkship performance compared with faculty formative and summative evaluations (3.06 +/- 0.03 vs 3.40 +/- 0.03 and 3.45 +/- 0.03, P < 0.05 vs faculty evaluations). Preclerkship academic performance (first- and second-year grade point averages and NBME Part 1 scores) was not predictive of student self-assessment. Finally, women statistically outperformed men on the surgery clerkship (86.6% +/- 0.75 vs 83.2% +/- 1.20, P < 0.05 vs male students). CONCLUSIONS: Female students tend to underestimate their midclerkship performance compared with male students on a surgery rotation. Despite lower self-assessment, female students actually outperform male students. Women may underreport their capabilities when compared with men as a result of gender differences in socialization. These gender differences in self-assessment may be important to recognize when faculty provide feedback to students.

Adult↗
PubMed1995

The impact of an ambulatory rotation on medical student interest in internal medicine. The Society of General Internal Medicine Task Force on Career Choice in Internal Medicine.

OBJECTIVE: To determine whether students who take ambulatory rotations in internal medicine are more likely to choose internal medicine careers. DESIGN: National survey. SETTING AND PARTICIPANTS: The intended sample was 1,650 senior U.S. medical students from 16 medical schools, of whom 1,244 (76%) responded. Representative schools nationwide were selected using a stratified, random-sampling method. MEASUREMENTS: The questionnaire asked about characteristics of the ambulatory rotation, perceptions of internal medicine, and factors influencing students toward or away from an internal medicine career. RESULTS: Ambulatory rotations were taken by 543 students (43%). Of these rotations, 73% were required, 74% were during the fourth year, 77% were in general internal medicine, 73% provided continuity of care, and 19% were during the medicine clerkship. Overall, 24% of the students chose careers in general (9%) or subspecialty internal medicine (15%). Thirty percent of the students who did ambulatory rotations planned internal medicine careers, compared with 19% of the students who had no rotation [odds ratio (OR) = 1.8, 95% confidence interval (CI) 1.3 to 2.4, p = 0.0001]. This association was of similar magnitudes for students completing required rotations (OR = 1.6, 95% CI 1.2 to 2.2, p = 0.002) and for students completing rotations before or in proximity to when they chose careers (OR = 1.7, 95% CI 1.1 to 2.4, p = 0.01). Ninety percent of the 543 students who had ambulatory rotations were satisfied with the experience. Thirty-eight percent of the highly satisfied students chose internal medicine careers, compared with 21% of the students who had low or moderate satisfaction (p = 0.0001). CONCLUSIONS: An ambulatory rotation is strongly associated with positive perceptions of, attraction to, and choice of a career in internal medicine. Research is needed to determine specific components of an effective rotation. Further development of ambulatory rotations could help attract more students to internal medicine.

Adult↗
PubMed1996

Patients as teachers: an integrated approach to teaching medical students about the ambulatory care of HIV infected patients.

Our experience with medical students in a large inner city hospital left us concerned that students' fears affect their ability to learn about and care for HIV-positive people. Therefore, we decided to create an environment in which the students could feel safe exploring their own attitudes and feelings about HIV. To accomplish the goal, we developed a curriculum in the ambulatory care of HIV-positive people. We recruited and trained patients from an HIV support group at our hospital to work with students in one-on-one sessions to teach interviewing, physical exam, and patient counseling skills. As part of a 4-week ambulatory clerkship for third year students we developed a minicourse which included four sessions with didactic and experiential components. The first week consisted of an orientation and group discussion in which patients told the students about what its like to live with HIV. During each of the following three sessions, students met with a preceptor to learn about HIV in an ambulatory care setting. The didactic session was followed by one-on-one student/patient encounters in which students practised skills discussed that week and patients gave them feedback. At the close of the day, the entire group reconvened to discuss what had happened. As a result of this integrated approach, students are experiencing the relational aspects of providing medical care, often for the first and only time. In the process they are learning to take good social histories and are learning how patients with HIV relate to and sometimes reorganize their family and social support systems. Students have the opportunity to get to know, in depth, a relatively healthy person who is living with a chronic, stigmatizing illness. Both patients and students are talking to each other on a level of intimacy that is rare in the training environment. Patients express a new appreciation of their own role and power in the relationship and a new insight into the struggles of the provider. Faculty experience a renewed commitment to the importance of creating an environment where the students can discover for themselves the joy of the connection between doctor and patient. Students have an opportunity to relate to patients not as pathology, but as people with lives before and beyond the medical system. This model is practical and may be useful in teaching about other chronic diseases in the ambulatory setting.

Ambulatory Care↗
PubMed2006

The use of virtual patients to teach medical students history taking and communication skills.

BACKGROUND: At most institutions, medical students learn communication skills through the use of standardized patients (SPs), but SPs are time and resource expensive. Virtual patients (VPs) may offer several advantages over SPs, but little data exist regarding the use of VPs in teaching communication skills. Therefore, we report our initial efforts to create an interactive virtual clinical scenario of a patient with acute abdominal pain to teach medical students history-taking and communication skills. METHODS: In the virtual scenario, a life-sized VP is projected on the wall of an examination room. Before the virtual encounter, the student reviews patient information on a handheld tablet personal computer, and they are directed to take a history and develop a differential diagnosis. The virtual system includes 2 networked personal computers (PCs), 1 data projector, 2 USB2 Web cameras to track the user's head and hand movement, a tablet PC, and a microphone. The VP is programmed with specific answers and gestures in response to questions asked by students. The VP responses to student questions were developed by reviewing videotapes of students' performances with real SPs. After obtaining informed consent, 20 students underwent voice recognition training followed by a videotaped VP encounter. Immediately after the virtual scenario, students completed a technology and SP questionnaire (Maastricht Simulated Patient Assessment). RESULTS: All participants had prior experience with real SPs. Initially, the VP correctly recognized approximately 60% of the student's questions, and improving the script depth and variability of the VP responses enhanced most incorrect voice recognition. Student comments were favorable particularly related to feedback provided by the virtual instructor. The overall student rating of the virtual experience was 6.47 +/- 1.63 (1 = lowest, 10 = highest) for version 1.0 and 7.22 +/- 1.76 for version 2.0 (4 months later) reflecting enhanced voice recognition and other technological improvements. These overall ratings compare favorably to a 7.47 +/- 1.16 student rating for real SPs. CONCLUSIONS: Despite current technological limitations, virtual clinical scenarios could provide students a controllable, secure, and safe learning environment with the opportunity for extensive repetitive practice with feedback without consequence to a real or SP.

Clinical Competence↗
PubMed2005

A phenomenographic study of registered nurses' understanding of their role in student learning--an Australian perspective.

BACKGROUND: Students may be 'buddied' with registered nurses during their clinical experience since the designated clinical facilitator cannot be available for each student at all times. Little is known about the way registered nurses understand this informal role. OBJECTIVES: The rationale for this study was to gain an insight of the variation of understanding registered nurses have of their role with students, and explored the qualitatively different ways registered nurses perceive their role with students on clinical experience and the implications of this understanding for student learning. DESIGN: A phenomenographic approach was used to identify the variation of understanding and meaning of the role of the registered nurse with students on clinical practice from the perspective of the registered nurse. Phenomenography is a field of descriptive research concerned with the variation in ways people experience and understand similar phenomena. SETTINGS AND PARTICIPANTS: A purposive sample of 30 registered nurses from 15 public and private hospitals in central and south eastern Queensland, Australia. METHODS: Individual semi-structured interviews from a final sample of 28 interviews were analysed to identify Categories of Description. RESULTS: Eight variations of understanding registered nurses have of their informal role with students were identified. The registered nurses' understanding varies from a focus that is 'student-centred', to 'completion of workload-centred', to 'registered nurse control', to a preference for no contact with students. As a consequence some students may have positive learning experiences while others will have limited learning opportunities. CONCLUSIONS: The research highlights the varied ways registered nurses understand their role with students that may promote or impede the quality of student learning and development to meet professional competency standards. Formal recognition of the complexity of the registered nurse role by health care agencies and tertiary education providers is essential to ensure registered nurses have adequate preparation for their role with students.

Attitude of Health Personnel↗
PubMed2004

Attending, house officer, and medical student perceptions about teaching in the third-year medical school general surgery clerkship.

BACKGROUND: There has been declining interest in surgery among medical students and one reason might be the third-year clerkship experience. The aim of this study was to clarify the perceptions and expectations of attendings, residents, and medical students on the clerkship experience. STUDY DESIGN: A survey was distributed to all general surgery attendings, the entire general surgery house staff, and an entire third year medical school class inclusive of the 2001-2002 academic year at a single institution. Statistic analysis consisted of chi-square and Kruskal-Wallis-ANOVA on ranks with Dunn's test for multiple comparisons. A p < 0.05 was significant. RESULTS: Responses were obtained from 59 attending surgeons (50%), 38 surgical residents (32%), and 107 medical students (66%). Of this student cohort, 35% were planning to choose a surgical specialty as a career. Agreement was high among faculty, students, and residents about factors considered important in evaluation, expectations of skills, and level of skills needed before the clerkship. Medical students desired more hours of instruction, believed they performed fewer procedures per week, and thought that feedback was poor compared with the opinions of faculty and residents (p < 0.002). Nearly 50% of medical students believed they were an inconvenience to the service; 30% of house officers and 27% of faculty (p < 0.001) believed this also. Almost all faculty and residents, however, wanted medical students on the service (> 95%). Faculty believed residents did a better job teaching than either the students or residents themselves did (p < 0.001), and students thought that residents were the primary source of education in patient care. CONCLUSIONS: Considerable differences exist between faculty, surgical resident, and medical student perceptions and expectations of medical student education. Structured direct faculty contact, definition of medical student roles on the surgical team, and more consistent feedback can be rapidly improved.

Attitude of Health Personnel↗
PubMed2004

Is our student portfolio valued?

A student portfolio was introduced for pre-registration nursing students at the University of Glamorgan in October 1997. The impetus for doing so was the recognised need to address:the 'theory-practice' divide;the need to provide nurse students with skills that will enable them to maintain the Professional Profile for registration purposes (). This article reports a research study evaluating the student portfolio. The main objectives of the evaluation were to investigate whether the portfolio addressed the perceived needs and to identify if students were experiencing potential benefits by using the portfolio. Semi-structured interviews and focus groups were conducted with students and staff about their usage and perceptions of the portfolio. These findings were used to inform the design of the questionnaire to investigate students' experiences of using the portfolio, and their views about its usefulness. The questionnaires (n=219) confirmed the impression that students are not making frequent use of the portfolio. Students mainly discussed sections relating to academic aspects of the course. The summative assessment (essays) section was discussed by the greatest proportion of students (51% n=108). More students (74%) felt that too little time was spent on the portfolio than any other aspect of the course. Although many students and staff appreciate the potential value of using the portfolio, it is not a requirement of the course and so tends not to be treated as a high priority. Many of the recommendations from this study focussed on ways of integrating the portfolio into the course in order to increase its use. The results of this study have informed the development of an All Wales Student Portfolio introduced in April 2002 (Welsh Assembly Government, 2002).

Clinical Competence↗
PubMed2006

Nursing students learning to utilize nursing research in clinical practice.

The purpose of the study was to examine the significance of a learning assignment in relation to research skills and learning of nursing students in clinical practice. The learning assignment included an oral presentation of a nursing research article, which the students gave to their fellow students and ward nurses. The students also chaired the discussion after the presentation. The target group for the study was nursing students of a Finnish polytechnic who had been studying for 2-2 1/2 years and had accomplished a minimum of 120 ECTS credits of the total of 210 ECTS credits. When participating in the study, the students were completing a six-week clinical practice of optional studies. The data were collected with a questionnaire designed for the study. It consisted of six open-ended questions. Three of the questions were related to learning of research skills. Two questions were concerned with learning during the ongoing clinical practice. The final question inquired the students' views on the development of the learning assignment. The students received the questionnaire before the commencement of their clinical practice, and they returned it to the other researcher after their clinical practice. The questionnaire was given to 80 students, of which 50 returned it; the response rate was 63%. The data were analysed by content analysis question by question. According to the results, the learning assignment advanced the understanding of research concepts for the majority of the students. In particular, the students reported that the oral presentation clarified the research concepts, and the structure of a scientific article was also elucidated. The students stated that the assignment generated ideas concerning the development of nursing care. In relation to the ongoing clinical practice, the assignment advanced patient encounters and interaction, and bearing responsibility the most. Proposals for the further development of the learning assignment were expressed by more than half of the nursing students. Half of them suggested ensuring the interest in the topic from the ward.

Attitude of Health Personnel↗
PubMedDate not supplied

Analyzing the teaching effectiveness of clinical nursing faculty of full- and part-time generic BSN, LPN-BSN, and RN-BSN nursing students.

Effective clinical teaching has been a focus for scrutiny across the health-care disciplines. Nursing researchers have investigated students' and faculty members' views of effective clinical teaching. Various students (diploma, ADN, BSN) and their respective faculty have been studied, and some investigators have researched opinions of part-time students. No study was available that analyzed effective clinical teaching from the perspectives of students representing various formats of nursing education (basic BSN, RN-BSN, LPN-BSN students) and whether they were full or part time. The purpose of the study was to examine full- and part-time basic BSN, LPN-BSN, and RN-BSN students' ratings of effective clinical teaching behaviors. A stratified sample (n = 198) of baccalaureate nursing students (basic, LPN-BSN, RN-BSN) who represented both full- and part-time attendees was obtained. Students were informed about the study's purpose and asked to complete a demographic questionnaire and two instruments, by Knox and Mogan [Knox, J. E., & Mogan, J. (1985). Important clinical teaching behaviors as perceived by university nursing faculty, students, and graduates. The Journal of Nursing Education , 10, 295-301] and Zimmerman and Westfall [Zimmerman, L., & Westfall, J. (1988). The development and validation of a scale measuring effective clinical teaching behaviors. The Journal of Nursing Education , 27, 274-277], measuring perceptions of effective clinical teaching. Responses to open-ended questions were recorded on one instrument. Data were analyzed using summary and inferential statistics utilizing SPSS version 12.0. Responses to open-ended questions were thematically analyzed. Findings from the study demonstrated that part-time students rated their clinical instructors statistically significantly higher in effective clinical teaching and associated subscales. Type of student (basic BSN, LPN-BSN, RN-BSN) did not affect students' ratings. Type of program format and type of student did not interact to affect ratings at a statistically significant level. Implications for nursing education, administration, and future research are delineated.

Adult↗