Volume 15, Issue 2 (11-2025)
Clin Exc 2025, 15(2): 68-80 |
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Emadi Koji S, khatty dizabadi F, Yazdani F, Yazdani Cherati J, khoshgoftar Z. The Gap between Nursing and Midwifery Students' Expectations and Perceptions of Clinical Instructors' Competencies: A Case Study at Mazandaran University of Medical Sciences. Clin Exc 2025; 15 (2) :68-80
URL: http://ce.mazums.ac.ir/article-1-928-en.html
URL: http://ce.mazums.ac.ir/article-1-928-en.html
Saede Emadi Koji 
, Fereshteh Khatty dizabadi , Fereshteh Yazdani , Jamshid Yazdani Cherati , Zohreh Khoshgoftar
, Fereshteh Khatty dizabadi , Fereshteh Yazdani , Jamshid Yazdani Cherati , Zohreh Khoshgoftar
Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Abstract: (23 Views)
Background and purpose: Education is an interactive process, and the performance of clinical educators is a key indicator of effective clinical education. This study aims to determine the gap between nursing and midwifery students' expectations and perceptions of the competencies of an effective clinical educator at Mazandaran University of Medical Sciences, Sari, Iran.
Materials and Methods: This descriptive-analytical study was conducted on 152 students selected from the target population, consisting of nursing and midwifery students participating in clinical internships and practicums at the nursing and midwifery schools of Mazandaran University of Medical Sciences. A simple sampling method was employed in this study. Data were collected using a researcher-developed questionnaire, which was confirmed through a review of scientific and specialized sources, feedback from faculty members and experts, and incorporating their comments into the questionnaire design. The instrument's reliability was verified with a Cronbach’s alpha of 0.96. The collected data were entered into SPSS software (version 25) and analyzed using descriptive statistics and parametric tests.
Results: The communication skills in the expectation section and the learning outcomes of the perception section received the highest scores, with standardized means (coefficient of variation) of 7.83 and 13.54, respectively. The field of study significantly affected the mean scores across all dimensions of expectations and perceptions of effective clinical instructors' competencies (p-value < 0.05). It explained and predicted 19.2% and 11.60% of the variability in the expectation and perception sections, respectively. There was a statistically significant difference between the expectations of the competencies of an effective clinical instructor and their perceptions in each dimension and in the total dimensions (P< 0.001).
Conclusion: The results of this study showed that the dimensions of communication skills and learning outcomes, respectively, represented the highest expectations and perceptions students had of an instructor's practical clinical competencies. The findings also indicated a gap across all dimensions between students’ expectations of the characteristics of an effective clinical instructor and their perceptions of the current situation. Therefore, by engaging in fundamental planning and reducing this gap, it is possible to improve students' performance and ultimately provide adequate and safe care.
Materials and Methods: This descriptive-analytical study was conducted on 152 students selected from the target population, consisting of nursing and midwifery students participating in clinical internships and practicums at the nursing and midwifery schools of Mazandaran University of Medical Sciences. A simple sampling method was employed in this study. Data were collected using a researcher-developed questionnaire, which was confirmed through a review of scientific and specialized sources, feedback from faculty members and experts, and incorporating their comments into the questionnaire design. The instrument's reliability was verified with a Cronbach’s alpha of 0.96. The collected data were entered into SPSS software (version 25) and analyzed using descriptive statistics and parametric tests.
Results: The communication skills in the expectation section and the learning outcomes of the perception section received the highest scores, with standardized means (coefficient of variation) of 7.83 and 13.54, respectively. The field of study significantly affected the mean scores across all dimensions of expectations and perceptions of effective clinical instructors' competencies (p-value < 0.05). It explained and predicted 19.2% and 11.60% of the variability in the expectation and perception sections, respectively. There was a statistically significant difference between the expectations of the competencies of an effective clinical instructor and their perceptions in each dimension and in the total dimensions (P< 0.001).
Conclusion: The results of this study showed that the dimensions of communication skills and learning outcomes, respectively, represented the highest expectations and perceptions students had of an instructor's practical clinical competencies. The findings also indicated a gap across all dimensions between students’ expectations of the characteristics of an effective clinical instructor and their perceptions of the current situation. Therefore, by engaging in fundamental planning and reducing this gap, it is possible to improve students' performance and ultimately provide adequate and safe care.
Keywords: Clinical Competence, Clinical Education, Clinical Instructor, Expectation, Midwifery, Nursing, Perception, Student.
Type of Study: Research(Original) |
Subject:
آموزش بهداشت
Received: 2025/08/15 | Accepted: 2025/11/1 | Published: 2025/11/1
Received: 2025/08/15 | Accepted: 2025/11/1 | Published: 2025/11/1
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