Attitudes and Behaviors in Clinical Teaching Attitudes and Behaviors in Clinical Teaching Effective clinical teaching in nursing education requires a balance of expert knowledge, the ability to offer constructive feedback, and the cultivation of positive student-teacher relationships. In this article, we’ll explore the critical role that coaching and feedback play in shaping nursing students’ clinical competencies, as well as the behaviors and attitudes essential for effective teaching in clinical settings.

Coaching and Giving Feedback in Nursing Education

Coaching nursing students to develop clinical competency involves regular and purposeful feedback. Feedback serves as a crucial mechanism for guiding students toward improvement and is defined as the information conveyed to students based on their performance (Wells & McLaughlin, 2014).

When feedback is delivered effectively, it enhances learning and performance outcomes. In clinical environments where competencies are frequently assessed, faculty have numerous opportunities to provide feedback related to psychomotor, cognitive, and affective skills.

Key Considerations for Feedback Delivery:

• Specificity: Feedback should be precise, addressing particular actions or behaviors.
• Timing: Immediate feedback is most impactful, though some feedback can be delayed if necessary. Faculty should assess when feedback needs to be delivered in real-time versus later.
• Consistency: Consistent feedback maintains a clear direction for improvement.
• Continuity: Providing continuous feedback helps to track progress over time.
• Approach: A thoughtful approach to feedback helps reduce student anxiety and encourages deeper engagement.

Feedback shouldn’t be limited to scheduled evaluations; it should be given continuously to ensure timely interventions. Faculty should develop efficient systems, such as brief written notes, to maintain a log of students’ strengths and challenges.

Feedback can be provided in different formats, depending on the situation. Face-to-face meetings, brief conferences, or electronic communication are common methods. Whatever the format, the feedback should always focus on improvement and be rooted in the student’s learning goals.

Methods for Providing Feedback

Faculty can highlight both strengths and areas needing improvement. For instance, if a student neglects communication during a clinical procedure, the instructor can model the correct approach, which may trigger an “aha” moment for the student. Role modeling is an effective way to demonstrate the behavior expected in clinical practice.

Debriefing and guided reflections are widely used to assess whether students have met expectations during clinical experiences, simulations, or presentations (Overstreet, 2010). Debriefing allows for the identification of areas needing improvement, and can be conducted either in group settings or one-on-one sessions. Students should be encouraged to actively participate in these sessions, potentially leading the conversation (Dreifuerst, 2012).

In summary, effective feedback requires both the art of delivery and the science of timing. By fostering reflective practices and offering feedback consistently, nursing faculty can significantly enhance student performance.

Effective Clinical Teaching Behaviors and Attitudes

Effective clinical teaching goes beyond conveying information; it involves fostering an environment that encourages critical thinking and contextual understanding. According to Benner et al. (2010), the primary goal of clinical instruction is to help students develop higher-order thinking skills that are essential for patient care.

Key Teaching Behaviors:

• Prompts for Higher-Order Thinking: Faculty should encourage students to identify important cues, prioritize actions, and apply theoretical knowledge to real-life patient scenarios.
• Motivational Strategies: Discussing course objectives, showing enthusiasm for the profession, and aligning student expectations with real-world clinical practice can motivate students.
• Collaborative Learning: Using peer teaching, case studies, and concept mapping helps bridge the gap between theory and practice (Dahlke et al., 2012). These strategies prepare students for the complexities of clinical environments.
• Supportive Interpersonal Skills: Clinical teaching is not only about delivering content but also about building a respectful, supportive relationship with students. Behaviors such as correcting mistakes without belittling and being approachable and understanding are vital in reducing student anxiety (Elliott, 2002; Timmins & Kaliszer, 2002).

Managing Student Stress and Anxiety

Nursing students often experience significant stress in clinical environments, and negative interactions with faculty can exacerbate this stress (O’Mara et al., 2014). Positive relationships with faculty, marked by respect and support, are critical in creating a nurturing learning environment. Teachers who engage in caring behaviors foster a culture where students feel safe to make mistakes and learn from them.

Building connections with students requires a deep understanding of their individual strengths and challenges. Faculty who take the time to know their students and avoid making assumptions about their abilities are more likely to create a collegial and productive learning environment (Dahlke et al., 2012; O’Mara et al., 2014).

The Role of Teacher Confidence

Teacher confidence plays a significant role in student success. Teachers who exhibit confidence in their own knowledge and skills are more likely to engage with students effectively, fostering an environment of trust. Conversely, teachers who lack confidence may inadvertently distance themselves from students, which can hinder the learning process.

Senior faculty should mentor junior educators to ensure that clinical teaching is both effective and sustainable. By modeling strong clinical teaching practices, experienced educators can create a legacy of excellence in nursing education (Cook, 2005).

Coaching, feedback, and effective teaching behaviors are central to nursing education, particularly in clinical settings. By providing timely and specific feedback, cultivating supportive relationships, and using a variety of teaching strategies, nursing faculty can significantly enhance the learning experiences of their students. Moreover, fostering a respectful, caring environment helps reduce student anxiety and improves overall learning outcomes, setting the foundation for the next generation of skilled, confident nurses.