Current status and influencing factors of clinical teachers’ teaching abilities for Master of Nursing Specialist postgraduates: a cross-sectional study†
Article Category: Original article
Published Online: Jun 11, 2025
Page range: 225 - 235
Received: Mar 07, 2025
Accepted: Apr 02, 2025
DOI: https://doi.org/10.2478/fon-2025-0024
Keywords
© 2025 Yang-Shuo Li et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Objective
To assess the teaching efficacy of clinical instructors for MNS postgraduates, this study aims to gather insights into clinical educators’ perceptions concerning MNS postgraduate training and identify key competencies required for effective teaching.
Methods
This study utilized a cross-sectional design. An online questionnaire survey was distributed among clinical faculty members engaged in the education of MNS postgraduates. The survey addressed 4 areas: general teaching conditions, perceptions regarding training for MNS postgraduates, core competencies expected from clinical teachers, and implementation strategies for delivering clinical instruction tailored to these graduates.
Results
A total of 143 clinical teachers supervising MNS postgraduates completed the questionnaire. Of these respondents, 101 (70.62%) held a bachelor’s degree while 42 (29.37%) possessed a master’s degree. Although these clinicians demonstrated certain core competencies, they exhibited lower proficiency in understanding trends related to scientific advancements and current research priorities along with limited research capabilities 4.00 (3.00, 4.00). Notably, >95.8% of teachers recognized differences between the 2 categories of postgraduate students; only 4.2% were completely unaware of such distinctions. There was no statistically significant relationship between the demographic data of clinical educators and their core competencies (
Conclusions
This study revealed no significant correlation between the general characteristics of clinical teachers and the core competencies of MNS postgraduates. Additionally, we identified a lack of effective communication and collaboration between MNS postgraduate supervisors and clinical educators. The findings from this research offer valuable insights for further investigation into the factors that influence the core competencies of clinical teachers, as well as strategies to enhance the clinical teaching standards for MNS postgraduates.