Desired Characteristics of Effective Nurse Educators - My Ideal Nursing Instructor

[VickyRN]

Consumer satisfaction is becoming increasingly important in institutes of higher learning. In order to be more accountable to taxpayers and politicians, scarce educational funds are being linked to optimal performance and outcomes. A pivotal factor for student success is the teacher's interpersonal and instructional abilities. Therefore, faculty pay raises, retention, promotion, and tenure are often tied into student evaluation scores on teaching effectiveness.

What characteristics of nursing instructors do learners consider ideal or most helpful to their success as nursing students? The following desirable educator attributes have been gleaned from a literature search:

Instructional ability/ communication skills

• communicates effectively; breaks down content in a down-to-earth manner
• clear goals, expectations, deadlines, desired outcomes
• organized
• knowledgeable of course materials
• interacts with students
• enthusiastic, energetic, eager
• well-prepared
• self-confident
• creative

Interpersonal skills

• encouraging demeanor
• friendly attitude
• mentoring approach
• motivational
• supportive
• respectful
• receptive to people and ideas
• open minded, objective, non-judgmental

Personality traits

• attentive
• nurturing
• demonstrates concern about students
• flexible, easy-going manner
• sense of humor

Accessibility

• approachable, welcoming
• has designated office hours

Nursing competence/ professionalism

• good role model
• dedicated
• clearly enjoys nursing and teaching
• skilled clinician

Evaluation procedures

• provides study guides/ outlines
• provides timely, constructive, and specific feedback
• gives tests that reflect course objectives, lecture materials, and study guides

Faculty should be receptive to student ratings and comments in end-of-semester evaluations. Student feedback is critical to improving the course and instructor effectiveness. research indicates that student suggestions regarding teaching style, course design, and delivery of material in the classroom or clinical settings are usually valid and should not be discounted. Criticism involving other matters, such as the instructor's knowledge base, may not be as accurate.

Nurse faculty should seek to be positive role models for students and should establish a relationship of mutual respect. Although high standards must be upheld and difficult situations occasionally arise, educators should be tolerant of minor student inadequacies and sensitive to student anxieties. Faculty should attempt to understand learners' fears and stressors and truly care about the students.

---

References

role transition from expert clinician to clinical instructor

benoir, d. e., & leviyof, i. (1997). the development of students' perceptions of effective teaching: the ideal, best and poorest clinical teacher in nursing. journal of nursing education, 36(5), 206-211.

berg, c. l., & lindseth, g. (2004). students' perceptions of effective and ineffective nursing instructors. journal of nursing education, 43(12), 565-568.

morgan, j., & knox, j. e. (1987). characteristics of 'best' and 'worst' clinical teachers as perceived by university nursing faculty and students. journal of advanced nursing, 12, 331-337.

tang, f., chou, s., & chiang, h. (2005). students' perceptions of effective and ineffective clinical instructors. journal of nursing education, 44(4), 187-192.

whitehead, d. k., & sandiford, j. r. (1997). characteristics of effective clinical and theory instructors as perceived by lpn to rn students and generic students in an associate degree nursing program. retrieved june 26, 2009, from Journal of Health Occupations Education | University of Central Florida

wieck, k. l. (2003). faculty for the millennium: changes needed to attract the emerging workforce into nursing. journal of nursing education, 42(4), 151-158.

[healthy farmgirl]

What makes an effective nursing instructor? How does the student perceive the instructor to be effective? How is the instructor effectiveness measurable? Is there a difference in being effective vs being popular? Should a personality 'contest' have any bearing on salary or tenure? I find there are many more questions than answers on this topic. According to Berg and Lindseth (2004), personality was rated as the most important characteristic of effective nursing instructors. Teaching methods was the second most important factor in the same study. This also makes me think of what generation of students are answering these questions? Is personality a more important characteristic for the Generation Z student versus the Babyboom generation? Tang,Chou and Chiang (2005) suggest the crucial difference between effective and ineffective teachers are the teachers' attitudes toward students, rather thantheir professional abilities. Again this suggests personality, most likely extroverted people, who have outgoing personalities. Does this imply that introverted, shy instructors are perceived as ineffective clinical instructors even if they possess equivalent professional abilities as their extroverted colleagues? If this is indeed how effectiveness is measured are we discriminating against a group of people. It would stand to reason that ones personality steers one into certain career choices and the introverted instructors would avoid this type of student expectation. The new generations of students do expect more attention, individuality and validity. As a Nurse-Midwife, I find my patients desire much the same treatment. As a practitioner who is extroverted and outgoing, I find my patient satisfaction scores to be better than my introverted colleagues even though we have the same education and knowledge. For a while, we got bonuses for these scores. Is this fair or an accurate measure of our worth? The bottom line is that we must adapt to the changes in our world today, both in nursing education and as nurses in the workplace. This would require self reflection of ourselves and how we come across to our students from their perspectives.

• Berg, C. L., & Lindseth, G. (2004). Students' perceptions of effective and ineffective nursing instructors. Journal of Nursing Education, 43(12), 565-568.
  
• Tang, F., Chou, S., & Chiang, H. (2005). Students' perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192.
  

[cnschumann67]

It takes a unique set of characteristics to be an effective nurse educator. Having the expertise and knowledge to influence critical thinking while holding the soft skills to execute and deliver supportive and nurturing teaching takes a gentle yet powerful skilled nurse. Some of my fondest most memorable nursing experiences was while I was learning and in vulnerable situations. It takes very special individuals to educate and precept novice nurses in this type of environment. While consumer satisfaction is an important component of determining the effectiveness of the instructor and education other components need to be considered as well. Constructive criticism is essential in the learning process and when delivered appropriately and professionally provides the nursing student with feedback to improve in a positive manner.