Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students
10.5977/jkasne.2019.25.4.496
- Author:
Ilsun KO
1
;
Jinsook KIM
;
Jungmin LEE
Author Information
1. Professor, College of Nursing, Yonsei University, Korea.
- Publication Type:Original Article
- Keywords:
Teaching;
Behavior;
Nursing students;
Nursing education
- MeSH:
Disclosure;
Education, Nursing;
Humans;
Nursing;
Students, Nursing
- From:Journal of Korean Academic Society of Nursing Education
2019;25(4):496-507
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students.METHODS: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015.RESULTS: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently.CONCLUSIONS: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.
