Characterstics of a clinical teacher as perceived by nursing instructors and BSCN students in an armed forces post graduate medical institute, Rawalpindi, Pakistan

Date of Award


Document Type


Degree Name

Master of Science in Nursing (MScN)


School of Nursing and Midwifery, Pakistan


To make clinical teaching and learning effective in the nursing discipline, the characteristics of clinical teachers have been a focus for researchers for many decades to understand the their role in clinical teaching. The purpose of this study was to identify and compare the perceptions of the BScN students and nursing instructors with regard to their ratings of the most and the least important characteristics of clinical teachers. The conceptual framework used for this study was a blend of Patricia Benner's model, of moving from a novice to an expert, and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) developed by Knox and Mogan (1985). A quantitative, descriptive comparative study design was selected for this research. A universal sample of n=126 was selected for this study from the College of Nursing at the Armed Forces Post Graduate Medical Institute (AFPGMI), Rawalpindi, Pakistan. There were n=17 experts and n=109 novice at the AFPGMI and all were included in the study. The data was collected by utilising the NCTEI, which has 48 characteristics, judged on a Liker scale, from one (least important) to four (most important). This included five behavioral categories: the clinical teachers' teaching ability, personality traits, nursing competence, interpersonal relationships, and evaluation. Descriptive and inferential statistics included i-tests for independent samples were used to analyse the data. The most important category identified by experts and novice was the teaching ability of clinical teachers. Significant differences were found by both the groups with respect to the personality trait. Thus, the least important category highlighted by experts was interpersonal relationships, whereas the novice rated personality traits as the least important. In addition, this study has implications specifically for the army nursing education. The most important and least important characteristics of clinical teachers will help to structure the clinical teaching and learning environment at AFPGMI, which, in turn, will enhance the quality of clinical nursing education in the army in Pakistan.

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