Excellence in teaching and learning: Students’ perspective

Teaching and Learning in Nursing, 2018

We used a logistic regression model to analyze data from routinely collected student evaluation of teaching from 2,211 nursing students over 8 semesters. The results showed that not all aspects of teaching are equally influential in their effects on students' overall rating of instructors' teaching as excellent. Influential aspects include motivation, individual assistance, presentation of concepts, environment, and practical application. The most influential evaluation aspect is motivation.

Journal of Professional Nursing, 2009

Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care. (

Nurse Education in Practice, 2014

Nursing practice is a dynamic and constantly changing field within healthcare, with well-documented challenges to maintaining a suitably skilled workforce to meet the needs of the community it serves. Undergraduate nursing education provides the mandatory minimum requirements for professional registration. Each nursing program has clearly stated graduate attributes, qualities that their graduates will possess on graduation. The aim of this paper is to stimulate discussion about graduate attributes for nurses, a transferrable set of specific attributes that make nursing graduates work ready. This paper focuses on identifying specific attributes, the embedding of those attributes in nursing education, particularly through role modelling, with the aim of producing a future workforce that is knowledgeable, compassionate and confident. The graduate attributes are likened to the qualities sought by the characters in 'The Wizard of Oz'; brains, heart and courage and the learning process as the 'Yellow Brick Road'. There is a relative lack of discussion about role modelling by nurse educators for nursing students, a potentially undervalued learning experience that we believe must be brought to the forefront of discussions pertaining to undergraduate nursing education and achieving graduate outcomes.

An Najah University Journal For Research Humanities, 2011

The purpose of the present study was to examine the effect of traditional (lecture) versus nontraditional methods of teaching (roleplay, and case study) on the students' achievement and teaching effectiveness in Nursing Colleges at Jordanian Universities. Method: An experimental research design was utilized to compare the effect of Traditional (lecture) versus Non-traditional (role-play and case study) teaching methods on student's achievements and teaching effectiveness. Data was collected from Princess Muna College of Nursing in Jordan. A total of (72) second-year baccalaureate female nursing students were included in this study. This sample was randomly assigned into three groups, namely; group one taught by lecture, group two taught by roleplay, and group three taught by case study. The three groups were exposed to an infection control and disease prevention program. Data was collected using the Reeve Questionnaire (1994) to assess teaching effectiveness and instructor-made test to measure student's 256 ‫ـــــــــــــ‬ ‫ـ‬ ‫ـ‬ ‫ـــــــــــــــــــــــــــ‬ ‫ــــ‬ ‫ـ‬ ‫ـ‬ ‫ـــــــ‬ "Traditional Versus Nontraditional Methods of ….." An-Najah Univ. J. Res. (Humanities). Vol. 25(1), 2011 ‫ـــ‬ ‫ـــــــــــ‬ ‫ــــ‬ ‫ــــ‬ ‫ـــــــــــــــ‬ ‫ــ‬ ‫ـــ‬ ‫ـــــــــــــــ‬ achievements. Results: The present study showed the presence of significant differences in the student's achievements attributed to the type of teaching strategy utilized (F=6.01; p≤0.05). Moreover, there were significant differences (F=14.93; p≤0.05) in teaching effectiveness related to teaching strategy used. Conclusion: Based on the study findings, improving nursing student's achievements as well as teaching effectiveness require nursing educators to shift from teaching methods that promote passive learning to those that encourage active learning and engage students in the educational process. As for effective teaching, students must read, write, and discuss the material they are learning. They must also participate in high order thinking exercises, such as analysis, synthesis, and evaluation.

Evaluation is becoming a necessary part of nursing education. Educators rely on evaluation in order to measure the quality of their teaching and to identify areas where improvement is needed in nursing education. The current study aims at determining nursing students' perspectives regarding their course content and teaching methodology. In addition, some suggestions for improvement of nursing curricula were obtained from the students. Mixed methods using concurrent triangulation design were used. Eleven theoretical nursing courses in the first semester of the academic year 2013/2014 were subjected to evaluation by students in which they were enrolled. The instrument used in the study was designed by the researchers; its validity and reliability were assured. Results indicated that content of courses and teaching methods were clear, comprehensive and well organized. Online materials and well prepared and organized instructors who use class time effectively were emphasized. On the contrary, a noisy environment was the most frequent aspect which negatively affected students' learning process.

Journal of Professional Nursing, 2011

A number of faculty have had no formal preparation to teach. Because little nursing research has focused on teaching excellence in recent years, when both nursing practice and approaches to teaching and learning have changed remarkably, this analysis integrates present perspectives and the research foundation for teaching nursing. A constant comparative method incorporating 27 doctoral student reflections and analysis of literature from 1960 to present resulted in four major categories: know and honor students, enthused, knowledgeable, and student centered. Linking the major categories, an Excellent Teacher Circle of Distinction emerged, described as "with enthusiasm and compassion the teacher engages the students and invites learning in a nonjudgmental manner, yet, expectations of reciprocal respect and perseverance are present." Better understanding of this foundation can provide direction for those new to teaching, as well as experienced faculty, so as to better prepare the nurses of tomorrow.

Nurse Education Today, 2005

This paper reports on a study of nursing graduates identified as high performers by their nursing unit managers. The study involved 17 graduates from two teaching hospitals, one in the inner city of Sydney and the other in regional New South Wales. The aim of this study was to identify the capabilities that were seen to be most important for successful nursing practice during the first 2–6 years following employment as registered nurses and to evaluate through backward mapping, the degree to which university programmes were developing these capabilities. This study is part of a larger scale study of a number of professional disciplines that will be used to shape the ongoing evolution of the undergraduate programmes in these disciplines at the University of Technology, Sydney (UTS). The results from this study provide evidence that while capability in technical skill is necessary for successful practice as a nurse, it is certainly not sufficient. A range of ‘emotional intelligence’ capabilities have been identified by both graduate nurses and their nursing unit managers as being significant factors for successful practice. It would be important that a curriculum provided a range of learning experiences that included content related to emotional intelligence, and it may be that by directing attention to the total undergraduate learning experience rather than just what is taught, that curriculum developers can do much to provide educational opportunities that encourage the capabilities identified.

2003

This paper outlines the context and focus of the late 2008 survey of 45 early career nursing graduates working in public hospitals in an outer-urban area of Sydney who were identified by their supervisors as performing successfully. It gives an overview of the key quantitative and qualitative results for 2008 compared with the results of earlier studies of successfully performing nurses and other professionals in the first 3-5 years of their career. Based on this analysis it makes a range of recommendations on how to optimise the quality and relevance of the learning design, support and assessment systems experienced by undergraduate nursing students.

Nurse Education Today, 2012