Teaching methods of clinical instructors in the enhancement of clinical skills: An assessment Aguilar, Jonald C.; DescripitoCherry C.; Dionisio, Diona Danelyn S.; Montales, Faith Geraldine C. and Untalan, Anali L. 6

Undergraduate (Thesis) Pamantasan ng Lungsod ng Maynila;College of Nursing, Bachelor of Science in Nursing 56

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ABSTRACT: Teaching is the next human task after learning. There are several factors that affect the learning the learner: These factors affect each individual differently. Clinical Instructors are the primary guide of student nurses towards the accumulation and enhancement of their skills. Several factors about the clinical instructors, including their teaching methods, attitudes, management practices, to name some, may affect the enhancement of clinical skills of students. With this study, the relationship of teaching methods and the enhancement of clinical skills were determined. The research seeks assess the teaching methods of clinical instructors in the enhancement of clinical skills of students. A descriptive study was used in presenting the answers of the respondents about the different teaching methods of clinical instructors, its extent of use and the level of enhancement of skills. The research questionnaire utilized four point Likert scale. The questionnaire consisted of statements that enable the respondents to assess their degree of agreement. Within each teaching methods are nine statements pertaining to the cognitive, affective and psychomotor aspects of each of the five teaching methods. There were three statements for each aspect. The RLE grades of the respondents were gathered to measure the level of enhancement of clinical skills. Frequency and percentage distribution, general weighted mean, and Pearson Product-Moment Correlation Coefficient were computed. The following findings were derived. Case method got the highest general weighted mean in the three aspects (cognitive, affective and psychomotor). It is the teaching method always used by the Clinical Instructors. Simulation Technique got the lowest general weighted mean in the three aspects (cognitive, affective and psychomotor). This teaching method is only frequently used by Clinical Instructors. Most of the students are rated at a high level of enhancement. Equal percentages of students are rated at a moderately and low level of enhancement. The following recommendations are being forwarded based on the findings of the study. To the Clinical Instructors, the researchers would like the clinical instructors to be flexible in terms of the teaching methods they employ in the clinical area. In this way, the three domains of learning would be addressed evenly. To the Nursing Academe, the researchers would like stress the nursing academe to place importance to various teaching methods in the clinical area. Variation in the use of teaching method could possibly lead to a higher level of enhancement. To Future Researchers, the researchers would like to enable future researchers to group teaching methods according to its extent of effectivity (more effective, less effective). The researchers recommend that future researchers have an extensive assessment of other teaching methods that were not included in this study. In addition, the researchers are hoping that upcoming researchers would have a more extensive review of the teaching methods used by clinical instructors, with the use of other scales or measurements and criteria that could possibly have some certain effect on these methods. The researchers would like upcoming researchers to examine thoroughly the relationship of Simulation Technique to the level of enhancement of clinical skills. Through this, a way could be paved towards the use of simulation technique as a stipend in the Nursing practice, especially here in the Philippines. The researchers would like the upcoming researchers to consider relating the effectiveness of teaching methods to other variables related to teaching such as management practices and attitudes.

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