Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role
Bolton, Kristen Michelle
Online Education , Knowledge , Self-Efficacy , Clinical Teaching
Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors (CIs) are expected to have strong clinical knowledge as well as strong teaching skills. The objective of this study was to evaluate the effectiveness of an online education program for increasing CIs’ perception of teaching self-efficacy and knowledge about the clinical teacher role. A convenience sample of CIs (n = 32) at Queen’s University School of Nursing were recruited for this study. Over the span of seven weeks, participants completed self-paced online educational modules (Preceptor Education Program - PEP) available from the University of Western Ontario. A single sample pre-test, retrospective pre-/post-test research design was used. Participants completed teaching self-efficacy and teaching knowledge questionnaires pre-intervention (n=32) and post-intervention (n=21). Mean teaching self-efficacy scores increased significantly from pre-test to post-test (t = 6.7, p < .001). Teaching knowledge scores increased significantly from pre-test to post-test (t = 4.1, p < .05).The online modules had a significant impact on CIs’ teaching knowledge and self-efficacy. Descriptive data regarding participants’ satisfaction with the PEP modules was gathered; clinical instructors for the most part completed the PEP modules and were very satisfied with them. This online mode of clinical instructor education appears to be a feasible, facilitative and an accessible way to provide ongoing professional development and education for clinical instructors at Queen’s University.