Professional Documents
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Wed - Jan 26 Manuscript Should Be Sent With Cover Letter We Are Forwarding Our Manuscript For Suggestion and Corrections
Wed - Jan 26 Manuscript Should Be Sent With Cover Letter We Are Forwarding Our Manuscript For Suggestion and Corrections
https://www.slideshare.net/jomarienel/lesson-1-understanding-the-nature-of-religion
Johnson (2017). Emotional Intelligence And Caring Behaviors: Is There A Relationship? Digital
webb.edu/cgi/viewcontent.cgi?article=1275&context=nursing_etd
Hassan & Elsharkawy (2017). Undergraduate Nursing Students’ and Clinical Instructors’
https://www.sciencepublishinggroup.com/journal/paperinfo?journalid=152&doi=10.1164
8/j.ajns.20170603.16
Meyer, et al. (2016). Basic Student Nurse Perceptions about Clinical Instructor Caring. Elsevier
Kiblasan (2020). Caring Behavior of Health Professionals: Its Implication to Clinical Practice. J
Mukan, et al. (2021). Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors. Asian
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Ali (2019). Caring and Effective Teaching Behavior of Clinical Nursing Instructors in Clinical
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ehavior_of_Clinical_Nursing_Instructors_in_Clinical_Area_as_Perceived_by_Students
Levy, et al. (2021). Clinical Instructor Characteristics, Behaviors and Skills in Allied Health
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_Behaviors_and_Skills_in_Allied_Health_Care_Settings_A_Literature
Bifftu, et al. (2018). Effective Clinical Teaching Behaviors Views of Nursing Students and Nurse
Fleming (2019). What is the self-efficacy theory in nursing? SidmartinBio. Retrieved from
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nursing/?fbclid=IwAR3YqGXCLpaN5ExOs9Hgje4pYx2fwj_PdPJOUH0tnjKpZwHAY_
nGJvV5JO8
https://www.sciencedirect.com/topics/social-sciences/teachers
Padgett (2020). Learning Theories: Understanding the 4 Major Ones for the Classroom.
Sanmugarevathi & Iyer (2020). Application of Humanism Theory in the Teaching Approach.
https://www.researchgate.net/publication/339017951_Application_of_Humanism_Theor
y_in_the_Teaching_Approach
Australian Bureau of Statistics (2017). Glossary. Migrant Data Matrices. Retrieved from
abs.gov.au/AUSSTATS/abs@.nsf/Lookup/3415.0Glossary12017?OpenDocument
Newman (2021). Sex and gender: What is the difference? Medical News Today. Retrieved from
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Wisconsin Department of Public Instruction (2016). Grade Level Placement. Retrieved from
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Soriano & Aquino (2017). Characteristics of a Good Clinical Teacher as Perceived by Nursing
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Ali, et al. (2019). Caring and Effective Teaching Behavior of Clinical Nursing Instructors in
https://www.researchgate.net/publication/337183280_Caring_and_Effective_Teaching_B
ehavior_of_Clinical_Nursing_Instructors_in_Clinical_Area_as_Perceived_by_Their_Stu
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Gumabay (2017). Caring Behaviors of Clinical Instructors during Nursing Students’ Related
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Awade, et al. (2021). The Impact of Emerging Technology on Nurses Caring Behaviors during
Blood Pressure Monitoring for Adult Patient at General Hospitals, Kuwait. BAU Journal-
https://digitalcommons.bau.edu.lb/cgi/viewcontent.cgi?article=1158&context=journal
Gonzalo (2021). Jean Watson: Theory of Human Caring. Nurseslabs. Retrieved from
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Lally & French (2019). Research Methods. LibreTexts libraries. Retrived from
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Clinical instructors must help students to have sufficient opportunity to be exposed to a specific
nursing field. They must educate students on how to deal with and confront circumstances,
allowing them to progress and develop into a competent and independent healthcare provider in
the future. The clinical instructor's key responsibilities include supervising all clinical activities
of student nurses while exhibiting caring behaviors and appropriate teaching characteristics.
They must be well-prepared in a specific topic and clinical issues when dealing with nursing
students. In order to improve nursing students' clinical learning, they should also provide
Thompson, et al., (2016) conducted a study that aimed to identify nursing students' perceptions
of clinical instructor characteristics and accumulated demographic data from every respondent in
the sample population. The findings revealed a significant difference between both the 2nd and
3rd year participants' perceptions on the characteristics of clinical instructors while the five
sections were ranked differently by both year groups. The categories were listed through the
following sequence by 2nd year nursing students: a) interpersonal relationship, b) teaching
personal characteristics. Personal characteristics, on the other hand, were regarded as the least
important by both year groups, indicating that both year levels believe that personal
characteristics are the least crucial characteristic of clinical instructors. However, they also differ
in their ranking of the other categories, indicating that they have different perspectives on which
characteristics are most important to them. This shows that students have different perceptions in
the teaching characteristics of their instructors. Students in 2nd year may require more nurturing,
whereas students in their 3rd year are more accustomed to the approach of teachers and require
Same study that was conducted by Thompson, et al. (2016) that explored the perceptions of
years old which indicates that the most of the participants were mostly youths which
means that they have fresh or new ideas and innovative ways to complete specific tasks.
Furthermore, analysis of the differences for the five categories by age groups has been measured.
It was revealed in the study that four out of the five categories, including interpersonal
category which is the comprehension and experiences had similar mean ratings among age
groups. The mean scores for all categories increased as the age group also increased
which indicates that older respondents rated each category higher than younger respondents. All
of the categories generated high mean scores which indicate that students value these
teaching characteristics of clinical instructors regardless of the category. It's possible that age is
related to the year group yet there were still significant differences as perceived.
Noddings (2005) considered that the act of caring was fulfilled when the learner
recognized the teacher's caring behaviors. He also believed that, despite their sincere concern for
their students, clinical instructors were unable to establish genuine caring relationships with
them. "Caring teachers listen and respond differently to their students," Noddings remarked. He
addition, according to Nel Noddings, the four critical components of educators' caring
Modeling
Educators are concerned with learners' development as carers and care-for from a care
perspective. Educators must demonstrate what it means to care about their behavior. "We do not
merely tell them to care and give them texts to read on the subject, we demonstrate our caring in
Dialogue
The objective is to engage instructors and students in dialogue about caring. According to
Noddings, “ Dialogue is such an important aspect of care that we couldn't model caring without
engaging in it.” Furthermore, it is critical to communicate openly about and explore our care
since it can express in a variety of ways. As a result, it can assist them in critiquing and to better
understand their interpersonal connections and practices. In other words, it helps educators to
assess their efforts to care by the feedback they receive from the recipients of their care who are
the students. Most importantly, dialogue contributes to the development of those who are cared
for.
Practice
Nel Noddings (1998) also contends that the experiences wherein individuals immerse themselves