The teaching competencies of clinical instructors: Basis for in-service training modules

Abstract

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.

Keywords: Assessing, curriculum, diversity of learners, in- service training, learning environment, module, reporting, teaching competencies.