International Journal of Educational Policy Research and Review
Vol.3 (3), pp. 56-63 May, 2016
Available online at https://www.journalissues.org/IJEPRR/
Article ID:/16/EPRR/033/08 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License
Original Research Article
The teaching competencies of clinical instructors: Basis for in-service training modules
Sagun Ceryl G.
Centro Escolar University, No. 9 San Miguel St. Mendiola, Manila. , Philippines
Author E-mail: firstname.lastname@example.org
A study was conducted to analyze the teaching competencies of Clinical Instructors which served as basis for the proposed in-service training modules. Descriptive research method was used and three sets of questionnaires were administered to the respondents (administrators, clinical instructors and students) in 3 campuses of the chosen university in Manila, Philippines. Data were obtained from clinical instructors and administrators using the purposive sampling technique while random sampling technique was used for students. Ninety-two clinical instructors, three administrators and four hundred and sixty students were the respondents for the study. Results showed that most (46.7%) of the clinical instructors possessed the mandated degree qualification for tertiary teaching. The administrators regarded the clinical instructors’ involvement in research needs improvement (mean=3.44). The student respondents evaluated the clinical instructors as highly competent in 4 domains of teaching. Results of the t-test showed no significant difference (p=>0.05) between the values given by the administrator-student respondent’s analysis on teaching competencies. The highest educational attainment, years of teaching experience and number of in-service trainings have no significant relationship (p=>0.05) with teaching competencies. The relationship among teaching competencies, highest educational attainment and professional experience and university/community involvement activities are found to be significant (p=<0.05). Clinical instructors are competent in all four domains of teaching competencies thus students consider the years of professional experience as very significant (p=<0.01). An in-service training module is recommended to help clinical instructors strengthen and improve their teaching competencies as well as to enhance the present training program of the College of Nursing.
Key words: Assessing, curriculum, diversity of learners, in- service training, learning environment, module, reporting, teaching competencies.