Professor Essay Example

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Reading Response 2

After reading the articles, I have realised that the conducts and attributes of clinical instructors play a crucial role in clinical learning. The quality of interaction between clinical educators and students can either hinder or facilitate learning. Several qualitative and quantitative studies have come up with attributes of effective clinical educators and these attributes are significant indicators to facilitate and modify clinical education.

From the readings, the introduction and discussion sections have caught my attention. In these sections, several attributes that facilitate clinical instruction are identified and discussed. These attributes have enlightened me on the qualities I need to improve to be an effective clinical teacher. There is no uncertainty that being an efficient clinical instructor requires motivation, interest, sound organisation and energy. However, communication, interpersonal, listening, judgement and role modelling skills, and clinical competence are crucial for an effective clinical instructor (Buchel & Edwards, 2005). I believe I have developed good listening skills, enthusiasm, and communication skills essential in clinical education. I also hold clinical competence that facilitate establishment of a favourable learning environment. I am a good role model with a positive teacher identity essential in adult learning.

According to Graffam (2008), questioning augments the engagement of learners; facilitate contextualisation of complex materials and creates bridges amid disparate material. Attention on questions helps in moving forward the learning objectives. Inquiry –based learning in clinical setting helps students in grasping the information provided in a given learning material. Clinical educators play a major role in the growth of professional nurses through offering a conducive learning environment (Gignac-Caille& Oermann, 2001). Although the articles highlight different characteristics for effective clinical educators, they underscore certain characteristics that are paramount for effective clinical education. Particularly, clinical competency and judgement skills in clinical teaching are crucial. Clinical competence is not only essential in clinical education, but also in clinical practice (Buchel & Edwards, 2005). Learners with less knowledge and clinical experience depend on their clinical educators to display the attitudes, values and skills that students require in the clinical setting (Gignac-Caille & Oermann, 2001). Effective clinical educators should be able to clearly explain major concepts to facilitate students’ understanding.

According to Gignac-Caille and Oermann (2001), enthusiasm, role modelling, organisation, and proper communication are essential in clinical education. These qualities are also reflected in the article by Molodysky (2005). Students view positive role models as clinically competent, knowledgeable and people with the ability to develop good friendships besides demonstrating teaching responsiveness. Molodosky asserts that a sense of teacher personality that includes knowledge of adult learning is a crucial skill for an effective educator (Molodysky, 2005). Enjoyment of and enthusiasm for teaching and capacity to encourage and stimulate students facilitates effective clinical learning. Excellent communication and interpersonal skills facilitate assessment of students needs besides providing feedback (Molodysky, 2005). Buchel and Edwards (2005) confirm that clinical competence and enthusiasm are crucial attributes for effective clinical instructors. All these points provided in the articles challenge my career goals and teaching attributes.

In conclusion, when thinking about productive teaching, it is important to consider certain characteristics of the learning activity and the desired learning outcome. Effective clinical teaching must promote transfer of skills and learning to the learners. The instructor must set the tone of relationships with his/her learners and allow learners to operate comfortably in their learning experience. The readings are helpful and informative, and they facilitate my p understanding of a better and effective clinical instructor. I need to work more on improving my interpersonal skills and become a good role model to facilitate effective clinical instruction.


Buchel, T., & Edwards, F. (2005). Characteristics of effective clinical teachers. Family Medicine, 37 (1), 30-35.

Gignac-Caille, A., & Oermann, M. (2001). Student and faculty perceptions of effective clinical instructors in ADN program. Journal of Nursing Education, 40 (8), 347-357.

Graffam, B. (2008). Deriving better questions: creating better clinical instruction. The Clinical Teacher, 5 (2), 98-102

Molodysky, E. (2005). Identifying and training effective clinical teachers: new directions in clinical teacher training. Australian Family Physicians, 35 (1/2), 53-55.