Berhanu Boru Bifftu
1* 
, Berihun Assefa Dachew
2 , Bewket Tadesse Tiruneh
1 , Tesfaye Demeke Ashenafie
1 , Eleni Tesfaye Tegegne
1 , Workie Zemene Worku
1 1 Department of Nursing, University of Gondar College of Medicine and Health Science, Gondar, Ethiopia
2 Department of Epidemiology and Biostatistics, University of Gondar College of Medicine and Health Science, Institute of Public Health, Gondar, Ethiopia
3 Department of Psychiatry, University of Gondar College of Medicine and Health Science, Gondar, Ethiopia
Abstract
Introduction: Clinical teaching behavior is a critical
determinant for quality of clinical learning. Nursing
students’ and instructor’s perception of effective clinical teaching behavior
(ECTB) is important to modify and facilitate clinical education. Thus, the main
purpose of this study was to assess the effective clinical teaching behavior
(ECTB) as perceived by students and nursing instructors.
Methods: Facility based cross-sectional descriptive study design was conducted among
178 participants. Data were collected using pre-tested and self-administered
questionnaire. Effective clinical teaching behaviors were
measured by Nursing Clinical Teacher Effectiveness Inventory. Data were analyzed
using descriptive and independent sample t-test. An
adjusted odds ratio with 95% confidence interval computed to
determine the level of significance.
Results: The most important
rated ECTB as perceived by students was teaching ability. For instructors,
nursing competences was the most rated ECTB. The overall mean of ECTBs of the
students and instructors were 4.26
(0.52) and 3.52 (0.74) respectively.
There was statistically significant mean difference between them (t =
5.888).
Conclusion: There was a
statistically significant mean difference between the students' and
instructors’ perception of ECTBs. Thus, authors suggest nursing instructors to
consider the presence of students who prefers different teaching methods.