Post on 25-Mar-2020
Med J Cairo Univ Vol 77 No 4 June 171-183 2009
wwwmedicaljournalofcairouniversitycom
Job Description for Clinical Instructors Working in Different
Academic Departments in Faculty of Nursing at Mansoura University
ABEER MOHAMAD ZAKARIA DNSc NERVANA ABD EL-RHMAN GHEITH DNSc and
SAHAR HAMDY EL-SAYED DNSc
The Departments of Nursing Administration Faculties of Nursing Mansoura and Zagazig Universities
Abstract The Clinical Instructor plays a vital role in the practicum
experience to each students professional development The
responsibility for guiding and training an inexperienced student
to become a competent professional is great Those clinical
instructors who are willing to provide the amount of time effort and energy required of this endeavor are to be com-mended they perform an invaluable service to the students they train faculty and their profession So job description
is important for the clinical instructor to define responsibility
relationships minimize conflicts and improve communication thus this study aims to develop and validate job description
for the clinical instructors working in different academic
departments in the faculty of nursing at Mansoura University The sample consists of three groups the first group was all clinical instructors working in different nursing faculty de-partments and available at study time were included in the
study (n=63) the second group included all academic members
in nursing faculty (n=21) at Mansoura University A Jury group was the third group which includes 30 academic staff working in different nursing departments at Alexandria Uni-versity Ain Shams University and Cairo University Three tools were used for data collection namely an observation
sheet job description questionnaire and opinionnaire sheet This study reveals that the proposed job description is valid to be used in all academic departments in the faculty of nursing
at Mansoura University It is recommended to apply revise and update job description of the clinical instructors in different academic departments in faculty of nursing at Mansoura University periodically for accuracy prior to the annual
performance review cycle
Key Words Job description ndash Clinical instructors
Introduction
HEALTHCARE has undergone a dramatic change in the past decade New roles and structures com-bined with the demands of advancing clinical prac-tice have asked great things of all healthcare pro-fessionals [1] These changes however exciting and challenging must be embraced by systems of work-ing which offer safety and opportunity for contin-uous professional development [2] A job description is the basis for determining the nature of develop-ment desired for the position A written job descrip-tion provides information including the tasks of job
as well as the job relation with other jobs It helps
to clarify delegated functions and authority [3]
A job description can be defined as a written
statement of what the jobholder does how it is
done under what conditions it is done and why it
is done It should accurately portray job content
environment and conditions of employment [4] In addition it is a contract that includes the job
functions and obligations and specify the person to whom the employee is responsible Also it is
defined as a written report outlining duties respon-sibilities and conditions of the work assignment It is a description of a job and not of a person who
happens to hold that job [56]
Job description results from a job analysis
which is the process of determining through ob-servation and study the pertinent information
regarding a specific job [7] There are several steps involved in completing a job description These
steps include completing a job analysis by observ-ing an individual who is actually doing a job observing co-workers and interviewing the worker
Additional data collection might be achieved using
task-centered questionnaires checklists and journal
entries A job analysis essentially involves deter-mining the jobs purpose and the structure of the job setting including specifications about the work-site workstation and activities Once completed
a job analysis will help to determine what accom-modations can assist a person with a disability in performing a job recording the basic purpose and functions of the job through clearly define the essential functions of every job before advertising
the job or interviewing applicants clear concise
non-technical language and avoid unnecessary
words focus on words that have a single meaning
with detailed explanations for words that may be interpreted differently each sentence should begin
with an active verb and use the present tense And detailing necessary qualifications when detailing
171
172 Job Description for Clinical Instructors
qualifications on job descriptions employers typ-ically require certain knowledge skills aptitude training and previous experience Employers
should remember that these qualifications might be gained in a number of ways For example
knowledge may be gained through education train-ing or experience [89]
Clinical instructor is a registered nurse whose main role is to educate students on nursing skills
in the skills laboratory or clinical site and who may participate in classroom teaching under the
direction of the academic staff members [10] Ac-cording to Shelley [11] a clinical instructor is defined as a person who provides direct supervision and
instruction to students in the clinical aspect of training education The primary function of the
clinical instructor is to facilitate nurse student
learning by providing an optimal environment for learning to occur facilitating the bridge and appli-cation of knowledge learned in the lecture to the
clinical setting encouraging critical thinking
assisting with the selection of patient learning
experiences and providing other learning opportu-nities as they become available assisting with the organization and coordination of patient care ac-tivities coordinating and scheduling group expe-riences such as post-conferences and presentations
serving as a resource regarding course content and
patient related information and evaluating student
progress and final achievement [12]
The clinical instructor is an integral part of the
education of allied health students The relationship between the clinical instructor and the student is that the clinical instructors will assist the student in developing good patient care skills In addition clinical instructors need to display behaviors that
model professionalism and provide a nurturing
atmosphere for the students [3]
Numerous authors have examined the desirable
attributes of effective clinical instructors [1314] Effective instructors give specific and constructive
advice about performance They are knowledgeable
about what students need to know and the criteria for acceptable performance Furthermore they are
aware of areas where students may experience difficulty and where students may frequently com-mit errors Their observations are objective and consistent over time and from student to student
Clinical instructors are encouraging when students are having difficulty in achieving a certain perfor-mance level because they remember their own
struggles in achieving competence Effective in-structors direct students to other professionals
books and instructional materials as additional sources of information [15] The impact of the instructor in promoting student learning is well
documented The effective instructor in nursing
must possess effective interpersonal and commu-nication skills to induce professional nursing com-petence an understanding of adult learning [16]
So job description of the clinical instructor is
important for a number of reasons it clarifies the
responsibility of the clinical instructor within the organization it also helps to define relationships
between individuals between departments etc The advantage of the clinical instructor job descrip-tion is that it can help to settle grievances minimize
conflicts and improve communications Job de-scription helps the clinical instructor to understand
the responsibilities of the position This not only enables the clinical instructor to assess the relative
importance of everything he or she is accountable
for but also provides a sense of where the job fits
into the organization as a whole it provides infor-mation about the knowledge training education
and skills needed for the clinical instructor job It also prevents misunderstandings by telling the
clinical instructors what they need to know about their jobs Best of all it provide the information in a completely objective and impersonal way
Clinical instructor job description helps manage-ment in analyzing and improving the organizations
structure it reveals whether all organizational
responsibilities are adequately covered and whether these responsibilities are reallocated to achieve a better balance accurate job descriptions provide a basis for job evaluation wage and salary surveys
and an equitable wage and salary structure [17]
A common format for a clinical instructor job description includes the job title the duties to be
performed the distinguishing characteristics of
the job environmental conditions and the authority and responsibilities of the clinical instructor [48] According to Dillon [18] in creating a job descrip-tion there are six key elements that each job
description should contain These elements address
both important practical aspects and employment law issues These elements are position summary
job responsibilities qualifications physical require-ments performance expectations and employee
signature and it is also contains the title of the
job the date it was written the person to whom the person holding the job reports if the job is of exempt or non-exempt status job location and may include the salary range
Clinical instructors have need to have clear
definitions of the qualities and responsibilities required to be an effective clinical instructor Clin-ical education is an important aspect of many allied
health programs however the experience can be
negative for everyone involved if the program does
not have qualified clinical instructors [11]
Abeer M Zakaria et al 173
The present study was designed to develop job description for the clinical instructors working in
different academic departments at Mansoura Uni-versity Faculty of Nursing It is hoped that it will
promote better employment procedure provide a
source for evaluating clinical instructors perfor-mance and provide quality clinical instruction to
help students acquire skills attitudes and knowl-edge by participating in the work setting in addition
teach attitudes by role modeling as well as to help
the students to relate classroom teaching to clinical
practice
Therefore the present study aims to develop and validate job description for the clinical instruc-tors working in different academic departments at
Mansoura University Faculty of Nursing
Subjects and Methods
Research design A cross-sectional analytic design was used in
carrying out this study
Setting The study was carried out in different academic
departments at Mansoura University Faculty of Nurs-ing The average students number of each department
and by each year ranged from 321 to 411
Subjects All clinical instructors working in different
nursing faculty departments who were available at
study time were included in the study (n=63) and all academic members in nursing faculty (n= 21)
Jury group 30 academic staff working in different nursing
departments at Mansoura University Alexandria University Ain Shams University and Cairo Uni-versity were included in the study to confirm the
developed job description components of the clinical
instructors working in different academic depart-ments at Mansoura University Faculty of Nursing
Tools Three tools were used for data collection name-
ly an observation sheet job description question-naire and opinionnaire sheet
An observation sheet (activity analysis) It is used to record and analyze nursing activities
performed by each of 63 clinical instructors guided with work sampling technique adopted from the
record developed by Darbyshire [19] It includes a brief description of the different activities including areas of activities The areas of activities were
students faculty professional development com-munity and idle centered activities
Job description questionnaire
It was developed by the researchers based on
the literature [2021] to assess clinical instructors and staff members perceptions about job descrip-tion The questionnaire consisted of three parts
The first part Demographic data included age
educational qualification occupation years of
academic experience and marital status of the
clinical instructors and staff members
The second part Job description questionnaire which includes 42 items Job title (1) Job summary (1 item) accountability (4 items) duties and respon-sibilities (36 items) The thirty six items of duties
and responsibilities of the clinical instructor were
divided into student centered (18 items) faculty centered (13 items) professional development cen-tered (2 items) and community centered (3 items)
The third part Consists of qualifications needed
to be a clinical instructor in nursing faculty It
consisted of 21 items divided into six parts edu-cational requirement (2 items) years of experience
(2 items) knowledge (4 items) abilities and skills (8 items) language skills (2 items) and problem solving skills (3 items) The responses for state-ments were yes or no
Opinionnaire sheet It was developed by the researchers based on
the literature [2223] who asserted that the face
validity is intuitive type of validity in which jury group are asked to read the developed format and
agree on its content in terms of whether it appears
to reflect the concept the researcher intended or
not It consisted of 18 items as follows 9 items to
assess the general content of the proposed job
description 4 items to assess the content of the
duties and responsibilities of the proposed job description and 5 items to assess the qualification of the proposed job description The responses for statements were to agree or disagree and a space
was proposed to write any suggestions
Statistical analysis Data were presented using descriptive statistics
in the form of numbers and percentages Qualitative
variables were compared using chi-square test Crombach alpha coefficient was calculated to assess
the reliability of the developed tools through their internal consistency
Results
Table (1) shows demographic characteristics
of the clinical instructors and nursing faculty staff members As observed in this table the highest
percent of clinical instructors age (635) ranged
from 20 years to less than 30 years old 984 of
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
63 ndash ndash 100 100 21
174 Job Description for Clinical Instructors
them have bachelor degree in nursing science all
number of clinical instructors (n=63) working as
clinical instructors in nursing faculty nearly half
of them (n=31) have less than 10 years of experi-ence and forty one clinical instructors were married
While the highest percent of nursing faculty staff
members age (9048) ranged from 40 years old
and less than 45 years old 952 of nursing faculty
staff members have doctorate degree in nursing
and are working as lecturers The most of the staff
members (n=21) have 10 to less than 20 years of
experience and seventeen of them were married
Table (2) shows the observation of the different
activities performed by the clinical instructor in
nursing faculty and clinical settings This table
revealed that the student centered activities had the highest percentage (6479) of time for all
activities followed by the time spent in faculty centered activities (1487) While the community centered activities had the lowest percentage
(272) of time spent by the clinical instructors among all the activities
Table (1) Demographic characteristics of the clinical instruc- tors and nursing faculty staff members
Characteristics
Clinical instructors
(n=63)
Staff members
(n=21)
No No
Age 20gt30 40 635 0 0 30gt40 18 286 0 0 40gt45 5 79 19 9048 45+ 0 0 2 952
Educational qualification Bachelor 62 984 0 0 Master degree 1 16 0 0 Doctorate degree 0 0 20 952 Associate degree after
doctorate degree 0 0 1 48
Occupation Clinical instructor 63 100 0 0 Lecturer 0 0 20 952 Assistant professor 0 0 1 48
Years of experience
gt10 31 492 0 0 10gt20 27 429 20 952 20+ 5 79 1 48
Marital status Married 41 651 17 81 Single 22 349 4 19
Table (2) Observed time spent in different areas of activities
performed by the clinical instructors in nursing faculty and clinical settings
Areas of activities Observation No
Student-centered activities 12245 6479 Faculty-centered activities 281 1487 Professional development-centered activities 114 603 Community-centered activities 515 272 Idle-centered activities 219 1159
Total 1890 100
The opinions of clinical instructors amp nursing
faculty staff members about proposed job title are
presented in Table (3) It is evident that all clinical
instructors amp nursing faculty staff members (100)
chose the title of clinical instructor
Table (3) Proposed job title as reported by clinical instructors
amp nursing faculty staff members
Proposed job title No
No X2 p
Clinical educator Clinical nursing
coordinator Clinical
instructor
Table (4) shows the job summary for the clinical
instructors job as reported by clinical instructors
and staff members in the nursing faculty It is
evident that the opinion of the highest percentages
of the clinical instructors (968) amp of the staff
members (952) was that this position is respon-sible for serving as a clinical instructor in a bachelor
degree-nursing program and provides support to student enrolled in this program train direct
supervise and control nursing students in acute care and long term care facilities responsible for
developing her professional skills and shares in solving community problems The table also shows
that there was no significant difference between
the clinical instructors and the staff members per-ceptions (p=0734)
The results of supervision received and given for clinical instructors job as reported by clinical instructors and staff members in nursing faculty
presented in Table (5) It shows that all clinical
instructors and staff members (100 equally) stated that the clinical instructors in nursing faculty were
responsible for nursing students in clinical amp skilled lab settings Based on the supervision recieved the
table shows the highest percentage (889) of clin-ical instructors stated that the clinical instructors in
nursing faculty were responsible to the head of their
department While the highest percentage (857)
of the staff members stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their departments As well as the lowest percentage (556 667 respectively) of clinical instructors and staff members stated that the clinical
instructors in nursing faculty were responsible to
vice dean for education and students affairs
Table (6) illustrates number and percentage of
the clinical instructors duties and responsibilities according to the area of the activities as reported
Abeer M Zakaria et al 175
by the clinical instructors and staff members in the faculty of nursing As for student activities all
clinical instructors in nursing faculty stated that
clinical instructor in nursing faculty has the respon-sibility for meeting students needs training stu-dents in clinical areas and taking all precautions to protect students equipements materials and
facilities While all staff members stated that clin-ical instructor has the responsibility for training
students in clinical areas conduct pre clinical amp
post clinical student conferences acts as liaison
between clinical facility staff amp students completes
weekly evaluation on each student in clinical set-ting supervise students in clinical setting search
amp identify appropriate textbooks and other instruc-tional materials conduct assigned classes in pro-fessional manner support the learning objectives
for students interact with students in a fair and
equitable manner verify and maintain records of
student attendance and performance taking all
precautions to protect students equipements ma-terials and facilities amp evaluate student progress on a continuing basis It was observed that there
was no significant difference between the opinions
of clinical instructors and staff members about the
duties and responsibilities of the clinical instructors
for student activities
It was stated that all clinical instructors and
staff members agree that the responsibilities of the
clinical instructors for faculty activities include Maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members about clinical instructors responsi-bility for some faculty activities which include attend amp participate in department meetings co-operate with other members of the staff in planning
instructional goals objectives and methods and
participate in planning implementing and evaluating the assessed need for new educational programs
and the revision of current programs
As for professional development activities 984
of the clinical instructors and 100 of staff mem-bers agree that the clinical instructor in nursing
faculty has the responsibility for Maintaining yearly a portfolio of clinical and professional
activities that demonstrates professional growth
It was observed that there was no significant dif-ference between the opinions of the clinical instruc-tors and staff members about the duties and respon-sibilities of the clinical instructors for professional
developmental activities
Regarding the community activities there were
a significant difference between opinions of the
clinical instructors and staff members in the item
related to the clinical instructor in nursing faculty
responsible for establishment amp cultivate effective
public relations with various community agencies
services providers
Table (4) Proposed job summary of the clinical instructors as reported by the study sample
Job summary
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
This position is responsible for serving as a clinical instructor in
a Bachelor degree-nursing program and provides support to
student enrolled in this program Train direct supervise and control nursing students in acute care and long term care facilities
Responsible for developing her professional skills and shares
in solving community problems
61 968 20 952 0115 0734
Table (5) Proposed supervision received and given by the clinical instructors as reported by the study
sample
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
Supervision given Nursing students in clinical amp skills lab settings 63 100 21 100 ndash ndash
Supervision received Faculty members of her department 50 794 18 857 0412 0521 The head of her department 56 889 15 714 3671 0055 Vice dean for education and students affairs 35 556 14 667 0800 0371
176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
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Standards for training programs for nursing assistants
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OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
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Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
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Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
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23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
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25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
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27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
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jobopsnursinginstructor_12monthpdf 2009
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httpwwwbiomedcentralcom 2005
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From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
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From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
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httpwwwtrocaireeduaboutemploymentplonearticle 2008
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41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
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172 Job Description for Clinical Instructors
qualifications on job descriptions employers typ-ically require certain knowledge skills aptitude training and previous experience Employers
should remember that these qualifications might be gained in a number of ways For example
knowledge may be gained through education train-ing or experience [89]
Clinical instructor is a registered nurse whose main role is to educate students on nursing skills
in the skills laboratory or clinical site and who may participate in classroom teaching under the
direction of the academic staff members [10] Ac-cording to Shelley [11] a clinical instructor is defined as a person who provides direct supervision and
instruction to students in the clinical aspect of training education The primary function of the
clinical instructor is to facilitate nurse student
learning by providing an optimal environment for learning to occur facilitating the bridge and appli-cation of knowledge learned in the lecture to the
clinical setting encouraging critical thinking
assisting with the selection of patient learning
experiences and providing other learning opportu-nities as they become available assisting with the organization and coordination of patient care ac-tivities coordinating and scheduling group expe-riences such as post-conferences and presentations
serving as a resource regarding course content and
patient related information and evaluating student
progress and final achievement [12]
The clinical instructor is an integral part of the
education of allied health students The relationship between the clinical instructor and the student is that the clinical instructors will assist the student in developing good patient care skills In addition clinical instructors need to display behaviors that
model professionalism and provide a nurturing
atmosphere for the students [3]
Numerous authors have examined the desirable
attributes of effective clinical instructors [1314] Effective instructors give specific and constructive
advice about performance They are knowledgeable
about what students need to know and the criteria for acceptable performance Furthermore they are
aware of areas where students may experience difficulty and where students may frequently com-mit errors Their observations are objective and consistent over time and from student to student
Clinical instructors are encouraging when students are having difficulty in achieving a certain perfor-mance level because they remember their own
struggles in achieving competence Effective in-structors direct students to other professionals
books and instructional materials as additional sources of information [15] The impact of the instructor in promoting student learning is well
documented The effective instructor in nursing
must possess effective interpersonal and commu-nication skills to induce professional nursing com-petence an understanding of adult learning [16]
So job description of the clinical instructor is
important for a number of reasons it clarifies the
responsibility of the clinical instructor within the organization it also helps to define relationships
between individuals between departments etc The advantage of the clinical instructor job descrip-tion is that it can help to settle grievances minimize
conflicts and improve communications Job de-scription helps the clinical instructor to understand
the responsibilities of the position This not only enables the clinical instructor to assess the relative
importance of everything he or she is accountable
for but also provides a sense of where the job fits
into the organization as a whole it provides infor-mation about the knowledge training education
and skills needed for the clinical instructor job It also prevents misunderstandings by telling the
clinical instructors what they need to know about their jobs Best of all it provide the information in a completely objective and impersonal way
Clinical instructor job description helps manage-ment in analyzing and improving the organizations
structure it reveals whether all organizational
responsibilities are adequately covered and whether these responsibilities are reallocated to achieve a better balance accurate job descriptions provide a basis for job evaluation wage and salary surveys
and an equitable wage and salary structure [17]
A common format for a clinical instructor job description includes the job title the duties to be
performed the distinguishing characteristics of
the job environmental conditions and the authority and responsibilities of the clinical instructor [48] According to Dillon [18] in creating a job descrip-tion there are six key elements that each job
description should contain These elements address
both important practical aspects and employment law issues These elements are position summary
job responsibilities qualifications physical require-ments performance expectations and employee
signature and it is also contains the title of the
job the date it was written the person to whom the person holding the job reports if the job is of exempt or non-exempt status job location and may include the salary range
Clinical instructors have need to have clear
definitions of the qualities and responsibilities required to be an effective clinical instructor Clin-ical education is an important aspect of many allied
health programs however the experience can be
negative for everyone involved if the program does
not have qualified clinical instructors [11]
Abeer M Zakaria et al 173
The present study was designed to develop job description for the clinical instructors working in
different academic departments at Mansoura Uni-versity Faculty of Nursing It is hoped that it will
promote better employment procedure provide a
source for evaluating clinical instructors perfor-mance and provide quality clinical instruction to
help students acquire skills attitudes and knowl-edge by participating in the work setting in addition
teach attitudes by role modeling as well as to help
the students to relate classroom teaching to clinical
practice
Therefore the present study aims to develop and validate job description for the clinical instruc-tors working in different academic departments at
Mansoura University Faculty of Nursing
Subjects and Methods
Research design A cross-sectional analytic design was used in
carrying out this study
Setting The study was carried out in different academic
departments at Mansoura University Faculty of Nurs-ing The average students number of each department
and by each year ranged from 321 to 411
Subjects All clinical instructors working in different
nursing faculty departments who were available at
study time were included in the study (n=63) and all academic members in nursing faculty (n= 21)
Jury group 30 academic staff working in different nursing
departments at Mansoura University Alexandria University Ain Shams University and Cairo Uni-versity were included in the study to confirm the
developed job description components of the clinical
instructors working in different academic depart-ments at Mansoura University Faculty of Nursing
Tools Three tools were used for data collection name-
ly an observation sheet job description question-naire and opinionnaire sheet
An observation sheet (activity analysis) It is used to record and analyze nursing activities
performed by each of 63 clinical instructors guided with work sampling technique adopted from the
record developed by Darbyshire [19] It includes a brief description of the different activities including areas of activities The areas of activities were
students faculty professional development com-munity and idle centered activities
Job description questionnaire
It was developed by the researchers based on
the literature [2021] to assess clinical instructors and staff members perceptions about job descrip-tion The questionnaire consisted of three parts
The first part Demographic data included age
educational qualification occupation years of
academic experience and marital status of the
clinical instructors and staff members
The second part Job description questionnaire which includes 42 items Job title (1) Job summary (1 item) accountability (4 items) duties and respon-sibilities (36 items) The thirty six items of duties
and responsibilities of the clinical instructor were
divided into student centered (18 items) faculty centered (13 items) professional development cen-tered (2 items) and community centered (3 items)
The third part Consists of qualifications needed
to be a clinical instructor in nursing faculty It
consisted of 21 items divided into six parts edu-cational requirement (2 items) years of experience
(2 items) knowledge (4 items) abilities and skills (8 items) language skills (2 items) and problem solving skills (3 items) The responses for state-ments were yes or no
Opinionnaire sheet It was developed by the researchers based on
the literature [2223] who asserted that the face
validity is intuitive type of validity in which jury group are asked to read the developed format and
agree on its content in terms of whether it appears
to reflect the concept the researcher intended or
not It consisted of 18 items as follows 9 items to
assess the general content of the proposed job
description 4 items to assess the content of the
duties and responsibilities of the proposed job description and 5 items to assess the qualification of the proposed job description The responses for statements were to agree or disagree and a space
was proposed to write any suggestions
Statistical analysis Data were presented using descriptive statistics
in the form of numbers and percentages Qualitative
variables were compared using chi-square test Crombach alpha coefficient was calculated to assess
the reliability of the developed tools through their internal consistency
Results
Table (1) shows demographic characteristics
of the clinical instructors and nursing faculty staff members As observed in this table the highest
percent of clinical instructors age (635) ranged
from 20 years to less than 30 years old 984 of
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
63 ndash ndash 100 100 21
174 Job Description for Clinical Instructors
them have bachelor degree in nursing science all
number of clinical instructors (n=63) working as
clinical instructors in nursing faculty nearly half
of them (n=31) have less than 10 years of experi-ence and forty one clinical instructors were married
While the highest percent of nursing faculty staff
members age (9048) ranged from 40 years old
and less than 45 years old 952 of nursing faculty
staff members have doctorate degree in nursing
and are working as lecturers The most of the staff
members (n=21) have 10 to less than 20 years of
experience and seventeen of them were married
Table (2) shows the observation of the different
activities performed by the clinical instructor in
nursing faculty and clinical settings This table
revealed that the student centered activities had the highest percentage (6479) of time for all
activities followed by the time spent in faculty centered activities (1487) While the community centered activities had the lowest percentage
(272) of time spent by the clinical instructors among all the activities
Table (1) Demographic characteristics of the clinical instruc- tors and nursing faculty staff members
Characteristics
Clinical instructors
(n=63)
Staff members
(n=21)
No No
Age 20gt30 40 635 0 0 30gt40 18 286 0 0 40gt45 5 79 19 9048 45+ 0 0 2 952
Educational qualification Bachelor 62 984 0 0 Master degree 1 16 0 0 Doctorate degree 0 0 20 952 Associate degree after
doctorate degree 0 0 1 48
Occupation Clinical instructor 63 100 0 0 Lecturer 0 0 20 952 Assistant professor 0 0 1 48
Years of experience
gt10 31 492 0 0 10gt20 27 429 20 952 20+ 5 79 1 48
Marital status Married 41 651 17 81 Single 22 349 4 19
Table (2) Observed time spent in different areas of activities
performed by the clinical instructors in nursing faculty and clinical settings
Areas of activities Observation No
Student-centered activities 12245 6479 Faculty-centered activities 281 1487 Professional development-centered activities 114 603 Community-centered activities 515 272 Idle-centered activities 219 1159
Total 1890 100
The opinions of clinical instructors amp nursing
faculty staff members about proposed job title are
presented in Table (3) It is evident that all clinical
instructors amp nursing faculty staff members (100)
chose the title of clinical instructor
Table (3) Proposed job title as reported by clinical instructors
amp nursing faculty staff members
Proposed job title No
No X2 p
Clinical educator Clinical nursing
coordinator Clinical
instructor
Table (4) shows the job summary for the clinical
instructors job as reported by clinical instructors
and staff members in the nursing faculty It is
evident that the opinion of the highest percentages
of the clinical instructors (968) amp of the staff
members (952) was that this position is respon-sible for serving as a clinical instructor in a bachelor
degree-nursing program and provides support to student enrolled in this program train direct
supervise and control nursing students in acute care and long term care facilities responsible for
developing her professional skills and shares in solving community problems The table also shows
that there was no significant difference between
the clinical instructors and the staff members per-ceptions (p=0734)
The results of supervision received and given for clinical instructors job as reported by clinical instructors and staff members in nursing faculty
presented in Table (5) It shows that all clinical
instructors and staff members (100 equally) stated that the clinical instructors in nursing faculty were
responsible for nursing students in clinical amp skilled lab settings Based on the supervision recieved the
table shows the highest percentage (889) of clin-ical instructors stated that the clinical instructors in
nursing faculty were responsible to the head of their
department While the highest percentage (857)
of the staff members stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their departments As well as the lowest percentage (556 667 respectively) of clinical instructors and staff members stated that the clinical
instructors in nursing faculty were responsible to
vice dean for education and students affairs
Table (6) illustrates number and percentage of
the clinical instructors duties and responsibilities according to the area of the activities as reported
Abeer M Zakaria et al 175
by the clinical instructors and staff members in the faculty of nursing As for student activities all
clinical instructors in nursing faculty stated that
clinical instructor in nursing faculty has the respon-sibility for meeting students needs training stu-dents in clinical areas and taking all precautions to protect students equipements materials and
facilities While all staff members stated that clin-ical instructor has the responsibility for training
students in clinical areas conduct pre clinical amp
post clinical student conferences acts as liaison
between clinical facility staff amp students completes
weekly evaluation on each student in clinical set-ting supervise students in clinical setting search
amp identify appropriate textbooks and other instruc-tional materials conduct assigned classes in pro-fessional manner support the learning objectives
for students interact with students in a fair and
equitable manner verify and maintain records of
student attendance and performance taking all
precautions to protect students equipements ma-terials and facilities amp evaluate student progress on a continuing basis It was observed that there
was no significant difference between the opinions
of clinical instructors and staff members about the
duties and responsibilities of the clinical instructors
for student activities
It was stated that all clinical instructors and
staff members agree that the responsibilities of the
clinical instructors for faculty activities include Maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members about clinical instructors responsi-bility for some faculty activities which include attend amp participate in department meetings co-operate with other members of the staff in planning
instructional goals objectives and methods and
participate in planning implementing and evaluating the assessed need for new educational programs
and the revision of current programs
As for professional development activities 984
of the clinical instructors and 100 of staff mem-bers agree that the clinical instructor in nursing
faculty has the responsibility for Maintaining yearly a portfolio of clinical and professional
activities that demonstrates professional growth
It was observed that there was no significant dif-ference between the opinions of the clinical instruc-tors and staff members about the duties and respon-sibilities of the clinical instructors for professional
developmental activities
Regarding the community activities there were
a significant difference between opinions of the
clinical instructors and staff members in the item
related to the clinical instructor in nursing faculty
responsible for establishment amp cultivate effective
public relations with various community agencies
services providers
Table (4) Proposed job summary of the clinical instructors as reported by the study sample
Job summary
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
This position is responsible for serving as a clinical instructor in
a Bachelor degree-nursing program and provides support to
student enrolled in this program Train direct supervise and control nursing students in acute care and long term care facilities
Responsible for developing her professional skills and shares
in solving community problems
61 968 20 952 0115 0734
Table (5) Proposed supervision received and given by the clinical instructors as reported by the study
sample
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
Supervision given Nursing students in clinical amp skills lab settings 63 100 21 100 ndash ndash
Supervision received Faculty members of her department 50 794 18 857 0412 0521 The head of her department 56 889 15 714 3671 0055 Vice dean for education and students affairs 35 556 14 667 0800 0371
176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
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Abeer M Zakaria et al 183
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Abeer M Zakaria et al 173
The present study was designed to develop job description for the clinical instructors working in
different academic departments at Mansoura Uni-versity Faculty of Nursing It is hoped that it will
promote better employment procedure provide a
source for evaluating clinical instructors perfor-mance and provide quality clinical instruction to
help students acquire skills attitudes and knowl-edge by participating in the work setting in addition
teach attitudes by role modeling as well as to help
the students to relate classroom teaching to clinical
practice
Therefore the present study aims to develop and validate job description for the clinical instruc-tors working in different academic departments at
Mansoura University Faculty of Nursing
Subjects and Methods
Research design A cross-sectional analytic design was used in
carrying out this study
Setting The study was carried out in different academic
departments at Mansoura University Faculty of Nurs-ing The average students number of each department
and by each year ranged from 321 to 411
Subjects All clinical instructors working in different
nursing faculty departments who were available at
study time were included in the study (n=63) and all academic members in nursing faculty (n= 21)
Jury group 30 academic staff working in different nursing
departments at Mansoura University Alexandria University Ain Shams University and Cairo Uni-versity were included in the study to confirm the
developed job description components of the clinical
instructors working in different academic depart-ments at Mansoura University Faculty of Nursing
Tools Three tools were used for data collection name-
ly an observation sheet job description question-naire and opinionnaire sheet
An observation sheet (activity analysis) It is used to record and analyze nursing activities
performed by each of 63 clinical instructors guided with work sampling technique adopted from the
record developed by Darbyshire [19] It includes a brief description of the different activities including areas of activities The areas of activities were
students faculty professional development com-munity and idle centered activities
Job description questionnaire
It was developed by the researchers based on
the literature [2021] to assess clinical instructors and staff members perceptions about job descrip-tion The questionnaire consisted of three parts
The first part Demographic data included age
educational qualification occupation years of
academic experience and marital status of the
clinical instructors and staff members
The second part Job description questionnaire which includes 42 items Job title (1) Job summary (1 item) accountability (4 items) duties and respon-sibilities (36 items) The thirty six items of duties
and responsibilities of the clinical instructor were
divided into student centered (18 items) faculty centered (13 items) professional development cen-tered (2 items) and community centered (3 items)
The third part Consists of qualifications needed
to be a clinical instructor in nursing faculty It
consisted of 21 items divided into six parts edu-cational requirement (2 items) years of experience
(2 items) knowledge (4 items) abilities and skills (8 items) language skills (2 items) and problem solving skills (3 items) The responses for state-ments were yes or no
Opinionnaire sheet It was developed by the researchers based on
the literature [2223] who asserted that the face
validity is intuitive type of validity in which jury group are asked to read the developed format and
agree on its content in terms of whether it appears
to reflect the concept the researcher intended or
not It consisted of 18 items as follows 9 items to
assess the general content of the proposed job
description 4 items to assess the content of the
duties and responsibilities of the proposed job description and 5 items to assess the qualification of the proposed job description The responses for statements were to agree or disagree and a space
was proposed to write any suggestions
Statistical analysis Data were presented using descriptive statistics
in the form of numbers and percentages Qualitative
variables were compared using chi-square test Crombach alpha coefficient was calculated to assess
the reliability of the developed tools through their internal consistency
Results
Table (1) shows demographic characteristics
of the clinical instructors and nursing faculty staff members As observed in this table the highest
percent of clinical instructors age (635) ranged
from 20 years to less than 30 years old 984 of
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
63 ndash ndash 100 100 21
174 Job Description for Clinical Instructors
them have bachelor degree in nursing science all
number of clinical instructors (n=63) working as
clinical instructors in nursing faculty nearly half
of them (n=31) have less than 10 years of experi-ence and forty one clinical instructors were married
While the highest percent of nursing faculty staff
members age (9048) ranged from 40 years old
and less than 45 years old 952 of nursing faculty
staff members have doctorate degree in nursing
and are working as lecturers The most of the staff
members (n=21) have 10 to less than 20 years of
experience and seventeen of them were married
Table (2) shows the observation of the different
activities performed by the clinical instructor in
nursing faculty and clinical settings This table
revealed that the student centered activities had the highest percentage (6479) of time for all
activities followed by the time spent in faculty centered activities (1487) While the community centered activities had the lowest percentage
(272) of time spent by the clinical instructors among all the activities
Table (1) Demographic characteristics of the clinical instruc- tors and nursing faculty staff members
Characteristics
Clinical instructors
(n=63)
Staff members
(n=21)
No No
Age 20gt30 40 635 0 0 30gt40 18 286 0 0 40gt45 5 79 19 9048 45+ 0 0 2 952
Educational qualification Bachelor 62 984 0 0 Master degree 1 16 0 0 Doctorate degree 0 0 20 952 Associate degree after
doctorate degree 0 0 1 48
Occupation Clinical instructor 63 100 0 0 Lecturer 0 0 20 952 Assistant professor 0 0 1 48
Years of experience
gt10 31 492 0 0 10gt20 27 429 20 952 20+ 5 79 1 48
Marital status Married 41 651 17 81 Single 22 349 4 19
Table (2) Observed time spent in different areas of activities
performed by the clinical instructors in nursing faculty and clinical settings
Areas of activities Observation No
Student-centered activities 12245 6479 Faculty-centered activities 281 1487 Professional development-centered activities 114 603 Community-centered activities 515 272 Idle-centered activities 219 1159
Total 1890 100
The opinions of clinical instructors amp nursing
faculty staff members about proposed job title are
presented in Table (3) It is evident that all clinical
instructors amp nursing faculty staff members (100)
chose the title of clinical instructor
Table (3) Proposed job title as reported by clinical instructors
amp nursing faculty staff members
Proposed job title No
No X2 p
Clinical educator Clinical nursing
coordinator Clinical
instructor
Table (4) shows the job summary for the clinical
instructors job as reported by clinical instructors
and staff members in the nursing faculty It is
evident that the opinion of the highest percentages
of the clinical instructors (968) amp of the staff
members (952) was that this position is respon-sible for serving as a clinical instructor in a bachelor
degree-nursing program and provides support to student enrolled in this program train direct
supervise and control nursing students in acute care and long term care facilities responsible for
developing her professional skills and shares in solving community problems The table also shows
that there was no significant difference between
the clinical instructors and the staff members per-ceptions (p=0734)
The results of supervision received and given for clinical instructors job as reported by clinical instructors and staff members in nursing faculty
presented in Table (5) It shows that all clinical
instructors and staff members (100 equally) stated that the clinical instructors in nursing faculty were
responsible for nursing students in clinical amp skilled lab settings Based on the supervision recieved the
table shows the highest percentage (889) of clin-ical instructors stated that the clinical instructors in
nursing faculty were responsible to the head of their
department While the highest percentage (857)
of the staff members stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their departments As well as the lowest percentage (556 667 respectively) of clinical instructors and staff members stated that the clinical
instructors in nursing faculty were responsible to
vice dean for education and students affairs
Table (6) illustrates number and percentage of
the clinical instructors duties and responsibilities according to the area of the activities as reported
Abeer M Zakaria et al 175
by the clinical instructors and staff members in the faculty of nursing As for student activities all
clinical instructors in nursing faculty stated that
clinical instructor in nursing faculty has the respon-sibility for meeting students needs training stu-dents in clinical areas and taking all precautions to protect students equipements materials and
facilities While all staff members stated that clin-ical instructor has the responsibility for training
students in clinical areas conduct pre clinical amp
post clinical student conferences acts as liaison
between clinical facility staff amp students completes
weekly evaluation on each student in clinical set-ting supervise students in clinical setting search
amp identify appropriate textbooks and other instruc-tional materials conduct assigned classes in pro-fessional manner support the learning objectives
for students interact with students in a fair and
equitable manner verify and maintain records of
student attendance and performance taking all
precautions to protect students equipements ma-terials and facilities amp evaluate student progress on a continuing basis It was observed that there
was no significant difference between the opinions
of clinical instructors and staff members about the
duties and responsibilities of the clinical instructors
for student activities
It was stated that all clinical instructors and
staff members agree that the responsibilities of the
clinical instructors for faculty activities include Maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members about clinical instructors responsi-bility for some faculty activities which include attend amp participate in department meetings co-operate with other members of the staff in planning
instructional goals objectives and methods and
participate in planning implementing and evaluating the assessed need for new educational programs
and the revision of current programs
As for professional development activities 984
of the clinical instructors and 100 of staff mem-bers agree that the clinical instructor in nursing
faculty has the responsibility for Maintaining yearly a portfolio of clinical and professional
activities that demonstrates professional growth
It was observed that there was no significant dif-ference between the opinions of the clinical instruc-tors and staff members about the duties and respon-sibilities of the clinical instructors for professional
developmental activities
Regarding the community activities there were
a significant difference between opinions of the
clinical instructors and staff members in the item
related to the clinical instructor in nursing faculty
responsible for establishment amp cultivate effective
public relations with various community agencies
services providers
Table (4) Proposed job summary of the clinical instructors as reported by the study sample
Job summary
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
This position is responsible for serving as a clinical instructor in
a Bachelor degree-nursing program and provides support to
student enrolled in this program Train direct supervise and control nursing students in acute care and long term care facilities
Responsible for developing her professional skills and shares
in solving community problems
61 968 20 952 0115 0734
Table (5) Proposed supervision received and given by the clinical instructors as reported by the study
sample
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
Supervision given Nursing students in clinical amp skills lab settings 63 100 21 100 ndash ndash
Supervision received Faculty members of her department 50 794 18 857 0412 0521 The head of her department 56 889 15 714 3671 0055 Vice dean for education and students affairs 35 556 14 667 0800 0371
176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
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20- Human Resources Department Job Description Nursing
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21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
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25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
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27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
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Abeer M Zakaria et al 183
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37- Coastal Bend College Registered nursing instructor
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Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
63 ndash ndash 100 100 21
174 Job Description for Clinical Instructors
them have bachelor degree in nursing science all
number of clinical instructors (n=63) working as
clinical instructors in nursing faculty nearly half
of them (n=31) have less than 10 years of experi-ence and forty one clinical instructors were married
While the highest percent of nursing faculty staff
members age (9048) ranged from 40 years old
and less than 45 years old 952 of nursing faculty
staff members have doctorate degree in nursing
and are working as lecturers The most of the staff
members (n=21) have 10 to less than 20 years of
experience and seventeen of them were married
Table (2) shows the observation of the different
activities performed by the clinical instructor in
nursing faculty and clinical settings This table
revealed that the student centered activities had the highest percentage (6479) of time for all
activities followed by the time spent in faculty centered activities (1487) While the community centered activities had the lowest percentage
(272) of time spent by the clinical instructors among all the activities
Table (1) Demographic characteristics of the clinical instruc- tors and nursing faculty staff members
Characteristics
Clinical instructors
(n=63)
Staff members
(n=21)
No No
Age 20gt30 40 635 0 0 30gt40 18 286 0 0 40gt45 5 79 19 9048 45+ 0 0 2 952
Educational qualification Bachelor 62 984 0 0 Master degree 1 16 0 0 Doctorate degree 0 0 20 952 Associate degree after
doctorate degree 0 0 1 48
Occupation Clinical instructor 63 100 0 0 Lecturer 0 0 20 952 Assistant professor 0 0 1 48
Years of experience
gt10 31 492 0 0 10gt20 27 429 20 952 20+ 5 79 1 48
Marital status Married 41 651 17 81 Single 22 349 4 19
Table (2) Observed time spent in different areas of activities
performed by the clinical instructors in nursing faculty and clinical settings
Areas of activities Observation No
Student-centered activities 12245 6479 Faculty-centered activities 281 1487 Professional development-centered activities 114 603 Community-centered activities 515 272 Idle-centered activities 219 1159
Total 1890 100
The opinions of clinical instructors amp nursing
faculty staff members about proposed job title are
presented in Table (3) It is evident that all clinical
instructors amp nursing faculty staff members (100)
chose the title of clinical instructor
Table (3) Proposed job title as reported by clinical instructors
amp nursing faculty staff members
Proposed job title No
No X2 p
Clinical educator Clinical nursing
coordinator Clinical
instructor
Table (4) shows the job summary for the clinical
instructors job as reported by clinical instructors
and staff members in the nursing faculty It is
evident that the opinion of the highest percentages
of the clinical instructors (968) amp of the staff
members (952) was that this position is respon-sible for serving as a clinical instructor in a bachelor
degree-nursing program and provides support to student enrolled in this program train direct
supervise and control nursing students in acute care and long term care facilities responsible for
developing her professional skills and shares in solving community problems The table also shows
that there was no significant difference between
the clinical instructors and the staff members per-ceptions (p=0734)
The results of supervision received and given for clinical instructors job as reported by clinical instructors and staff members in nursing faculty
presented in Table (5) It shows that all clinical
instructors and staff members (100 equally) stated that the clinical instructors in nursing faculty were
responsible for nursing students in clinical amp skilled lab settings Based on the supervision recieved the
table shows the highest percentage (889) of clin-ical instructors stated that the clinical instructors in
nursing faculty were responsible to the head of their
department While the highest percentage (857)
of the staff members stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their departments As well as the lowest percentage (556 667 respectively) of clinical instructors and staff members stated that the clinical
instructors in nursing faculty were responsible to
vice dean for education and students affairs
Table (6) illustrates number and percentage of
the clinical instructors duties and responsibilities according to the area of the activities as reported
Abeer M Zakaria et al 175
by the clinical instructors and staff members in the faculty of nursing As for student activities all
clinical instructors in nursing faculty stated that
clinical instructor in nursing faculty has the respon-sibility for meeting students needs training stu-dents in clinical areas and taking all precautions to protect students equipements materials and
facilities While all staff members stated that clin-ical instructor has the responsibility for training
students in clinical areas conduct pre clinical amp
post clinical student conferences acts as liaison
between clinical facility staff amp students completes
weekly evaluation on each student in clinical set-ting supervise students in clinical setting search
amp identify appropriate textbooks and other instruc-tional materials conduct assigned classes in pro-fessional manner support the learning objectives
for students interact with students in a fair and
equitable manner verify and maintain records of
student attendance and performance taking all
precautions to protect students equipements ma-terials and facilities amp evaluate student progress on a continuing basis It was observed that there
was no significant difference between the opinions
of clinical instructors and staff members about the
duties and responsibilities of the clinical instructors
for student activities
It was stated that all clinical instructors and
staff members agree that the responsibilities of the
clinical instructors for faculty activities include Maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members about clinical instructors responsi-bility for some faculty activities which include attend amp participate in department meetings co-operate with other members of the staff in planning
instructional goals objectives and methods and
participate in planning implementing and evaluating the assessed need for new educational programs
and the revision of current programs
As for professional development activities 984
of the clinical instructors and 100 of staff mem-bers agree that the clinical instructor in nursing
faculty has the responsibility for Maintaining yearly a portfolio of clinical and professional
activities that demonstrates professional growth
It was observed that there was no significant dif-ference between the opinions of the clinical instruc-tors and staff members about the duties and respon-sibilities of the clinical instructors for professional
developmental activities
Regarding the community activities there were
a significant difference between opinions of the
clinical instructors and staff members in the item
related to the clinical instructor in nursing faculty
responsible for establishment amp cultivate effective
public relations with various community agencies
services providers
Table (4) Proposed job summary of the clinical instructors as reported by the study sample
Job summary
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
This position is responsible for serving as a clinical instructor in
a Bachelor degree-nursing program and provides support to
student enrolled in this program Train direct supervise and control nursing students in acute care and long term care facilities
Responsible for developing her professional skills and shares
in solving community problems
61 968 20 952 0115 0734
Table (5) Proposed supervision received and given by the clinical instructors as reported by the study
sample
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
Supervision given Nursing students in clinical amp skills lab settings 63 100 21 100 ndash ndash
Supervision received Faculty members of her department 50 794 18 857 0412 0521 The head of her department 56 889 15 714 3671 0055 Vice dean for education and students affairs 35 556 14 667 0800 0371
176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
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Clinical and Theory Instructors as Perceived by LPN to
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Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
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Abeer M Zakaria et al 183
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Abeer M Zakaria et al 175
by the clinical instructors and staff members in the faculty of nursing As for student activities all
clinical instructors in nursing faculty stated that
clinical instructor in nursing faculty has the respon-sibility for meeting students needs training stu-dents in clinical areas and taking all precautions to protect students equipements materials and
facilities While all staff members stated that clin-ical instructor has the responsibility for training
students in clinical areas conduct pre clinical amp
post clinical student conferences acts as liaison
between clinical facility staff amp students completes
weekly evaluation on each student in clinical set-ting supervise students in clinical setting search
amp identify appropriate textbooks and other instruc-tional materials conduct assigned classes in pro-fessional manner support the learning objectives
for students interact with students in a fair and
equitable manner verify and maintain records of
student attendance and performance taking all
precautions to protect students equipements ma-terials and facilities amp evaluate student progress on a continuing basis It was observed that there
was no significant difference between the opinions
of clinical instructors and staff members about the
duties and responsibilities of the clinical instructors
for student activities
It was stated that all clinical instructors and
staff members agree that the responsibilities of the
clinical instructors for faculty activities include Maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members about clinical instructors responsi-bility for some faculty activities which include attend amp participate in department meetings co-operate with other members of the staff in planning
instructional goals objectives and methods and
participate in planning implementing and evaluating the assessed need for new educational programs
and the revision of current programs
As for professional development activities 984
of the clinical instructors and 100 of staff mem-bers agree that the clinical instructor in nursing
faculty has the responsibility for Maintaining yearly a portfolio of clinical and professional
activities that demonstrates professional growth
It was observed that there was no significant dif-ference between the opinions of the clinical instruc-tors and staff members about the duties and respon-sibilities of the clinical instructors for professional
developmental activities
Regarding the community activities there were
a significant difference between opinions of the
clinical instructors and staff members in the item
related to the clinical instructor in nursing faculty
responsible for establishment amp cultivate effective
public relations with various community agencies
services providers
Table (4) Proposed job summary of the clinical instructors as reported by the study sample
Job summary
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
This position is responsible for serving as a clinical instructor in
a Bachelor degree-nursing program and provides support to
student enrolled in this program Train direct supervise and control nursing students in acute care and long term care facilities
Responsible for developing her professional skills and shares
in solving community problems
61 968 20 952 0115 0734
Table (5) Proposed supervision received and given by the clinical instructors as reported by the study
sample
Clinical instructors
(n=63)
Staff members
(n=21)
Test of significance
No No x2 p
Supervision given Nursing students in clinical amp skills lab settings 63 100 21 100 ndash ndash
Supervision received Faculty members of her department 50 794 18 857 0412 0521 The head of her department 56 889 15 714 3671 0055 Vice dean for education and students affairs 35 556 14 667 0800 0371
176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
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Clinical and Theory Instructors as Perceived by LPN to
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20- Human Resources Department Job Description Nursing
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21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
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22- BURNS NG The practice of nursing research conduct
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23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
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24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
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28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
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School of Nursing Denver Campus Part time clinical
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jobnsfjob web display 2002
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Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
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From httpwwwspccctxuswebnewsnews 2007
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instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
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From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
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41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
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176 Job Description for Clinical Instructors
Table (6) Opinions of clinical instructors and nursing faculty staff members as regards proposed job duties and responsibilities
of the clinical instructor
Proposed duties and responsibilities
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p
Student centered Participate in meeting the needs of students 63 100 20 952 3036 0081 Train students in clinical areas for 14 weeks per semester 63 100 21 100 Participate in the new student interview 61 968 20 952 0115 0734 Select appropriate student assignments in clinical settings 59 937 20 952 0071 0790 Conduct pre clinical amp post clinical student conferences 59 937 21 100 1400 0237 Acts as liaison between clinical facility staff amp students 57 905 21 100 2154 0142 Completes weekly evaluation on each student in clinical setting 61 968 21 100 0683 0409 Supervise students in clinical setting of 10 to 15 students 61 968 21 100 0683 0409 Search amp identify appropriate textbooks amp others instructional materials 60 952 21 100 1037 0309 Conduct assigned classes in professional manner 61 968 21 100 0683 0409 Support the learning objectives identified for each course through the given
information skills and attitudes for students 61 968 21 100 0683 0409
Employ a variety of instructional techniques and instructional media consistent with
student needscapabilities 61 968 19 905 1400 0237
Interact with students in a fair and equitable manner 61 968 21 100 0683 0409 Verify and maintain records of student attendance and performance 61 968 21 100 0683 0409 Conduct assessment of student performance and maintain accurate records as requested 62 984 20 952 0683 0409 Regularly inform students of their performance in the course 62 984 14 667 1842 lt0001 Take all necessary and reasonable precautions to protect students equipment
materials and facilities 63 100 21 100 ndash ndash
Evaluate student progress on a continuing basis reporting in writing at designated
times 62 984 21 100 0337 0561
Faculty centered Assisting head of the department and Vice dean of nursing faculty for education and
students affairs in developing and implementing new programs as assigned 55 873 18 857 0035 0852
Attend amp participate in department meetings 63 100 19 905 6146 0013 Maintain working hours 59 937 21 100 1400 0237 Participates in nursing development faculty project 61 968 16 762 8779 0003 Maintain an environment conducive to effective learning 63 100 21 100 Employ a variety of instructional techniques and instructional media consistent with
the physical resources of the college and clinical site 61 968 19 905 1400 0237
Prepare for classes and clinical sites assigned and show written evidence of preparation
upon request of immediate supervisor 63 100 20 952 3036 0081
Establish and maintain collegial relationships with college staff clinical site staff
administration and peer faculty 61 968 21 100 0683 0409
Is guided by the college and nursing department mission statement and philosophy
of nursing education 63 100 21 100
Cooperate with other members of the staff in planning instructional goals objectives and methods
62 984 18 857 5600 0018
Follow the established policies and procedures of the College that facilitate instruction
administration and student well-being 62 984 21 100 0337 0561
Participate in planning implementing and evaluating the assessed need for new
educational programs and the revision of current programs
61 968 17 81 5983 0014
Participate in meeting the needs of faculty 63 100 20 952 3036 0081
Professional development centered Participate in professional development activities such as workshop and conference 59 937 20 952 0071 0790 Maintain yearly a portfolio of clinical and professional activities that demonstrates
professional growth 62 984 21 100 0337 0561
Community centered Establish amp cultivate effective public relations with various community
agenciesservices providers 63 100 18 857 9333 0002
Identify the community health problem 62 984 20 952 0037 0098 Apply results of research to solve community problems 57 905 14 667 0219 0027
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
Abeer M Zakaria et al 177
Table (7) shows the qualifications requirements
for the clinical instructors job as reported by the
clinical instructors and staff members in the nursing
faculty The table indicates that the highest percent-age of the clinical instructors (905) stated that
the clinical instructor working in the nursing faculty
should have a bachelor degree in nursing science
while the highest percentage (619) of staff mem-bers stated that the clinical instructor working in
the nursing faculty should have a master degree in nursing As for the years of experience the table
indicates that the highest percentage (937) of the
clinical instructors and all staff members (100)
stated that the clinical instructor working in nursing
faculty should have two years work experiences in clinical nursing As regard this table explores that
all clinical instructors and staff members agree that
the clinical instructor in nursing faculty should have
knowledge of curriculum in assigned instructional areas while the lowest percentage (873 857
respectively) of the clinical instructors and staff
members stated that clinical instructor in nursing
faculty should have the knowledge of the principles of adult education In relation to the abilities and skills of the clinical instructors in the nursing faculty
the table shows that all clinical instructors and staff
members stated that the clinical instructor working
in nursing faculty should have the abilities and
skills of communication effectively Work effectively with clinical site staff strong commitment to student success and some computer skills include using
Personal computer and calculator and general office
equipements Also this table revealed that all clinical
instructors and staff members stated that the clinical instructor in nursing faculty should have language skills which include ability to effectively present
information to top management and public group and ability to read write speaks and hear in English
In relation to the problem solving skills all clinical instructors and staff members agree that clinical
instructor in nursing faculty should have the skills of collecting data about problems
Table (7) Qualifications requirements of the clinical instructors of the proposed job description as reported by the study sample
in nursing faculty
Clinical instructors
(n=63)
Staff members (n=21)
Test of significance
No No x2 p Education requirement
Bachelor degree in nursing 57 905 8 381 24690 lt0001 Master degree in nursing 6 95 13 619 24690 lt0001
Years of experience One year of work experiences in clinical nursing 4 63 0 0 1400 0237 Two years work experiences in clinical nursing 59 937 21 100 1400 0237
Knowledge Curriculum in assigned instructional areas 63 100 21 100 Elements of effective teaching and learning 58 921 21 100 1772 0183 The principles of adult education 55 873 18 857 0035 0852 Current clinical knowledge and maintenance of clinical skills 60 952 19 905 0638 0424
Abilities and skills Communicate effectively 63 100 21 100 Work cooperatively with staff faculty and students 60 952 21 100 1037 0309 Work independently and supervise others 56 889 19 905 0041 0839 Work effectively with clinical site staff 63 100 21 100 ndash Willing to work on a flexible schedule including some evening and
weekends 0 0 3 136 8905 0003
Strong commitment to student success 63 100 21 100 Strong commitment to innovation collaboration and quality 53 841 20 952 1709 0191
Computer and equipment skills through the ability to use bull Personal computer 63 100 21 100 bull Copy machine 51 81 16 762 0221 0638 bull Printers 60 952 20 952 00 10 bull Scanning devises 49 778 18 857 0615 0433 bull Calculator and general office equipment 63 100 21 100 bull Microsoft windows 98 or higher 58 921 20 952 0239 0625
Language skills Ability to effectively present information to top management and
public group 63 100 21 100
Ability to read write speaks and hear in English 63 100 21 100 Problem solving skills
Define problem 62 984 20 952 0683 0408 Collect data 63 100 21 100 Formulate solution 62 984 17 81 8577 0003
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
178 Job Description for Clinical Instructors
Table (8) shows the agreement of academic staff as jury group regarding the job description form for the clinical instructor in nursing faculty
The results in this table revealed that all jury group had some components of general content that in-clude proposal submitted looks like a job descrip-tion date of revised job description is important claryfying job title of clinical instructors and su-pervision given is suitable All jury group agree that the main duties and responsibilities of clinical
instructor is in relation to the student activities
The jury group agreed that the main job require-ments and qualifications clairfy with the years of experience knowledge and language skills while
only 90 of them agree that clinical instructor
problem solving skills were job requirements
Table (8) Agreement of jury group about developing job
description for clinical instructors by the academic
staff in different nursing faculties
Jury group (n=30)
Number
General content Proposal submitted looks like a job
description 30 100
Proposal job description has complete elements
28 9333
Proposal submitted represents a job description of clinical instructor in faculty of nursing
29 9666
Date of revised job description is important
30 100
Clarify job title 30 100 Job summary gives a clear picture of the
role of the clinical instructor 27 90
Job relationships is suitable 29 9666 Supervision received is suitable 28 9333 Supervision given is suitable 30 100
Duties and responsibilities of clinical instructors
Student centered 30 100 Faculty centered 27 90 Personal centered 26 8666 Community centered 26 8666
Job requirements and qualifications clarify Educational Requirements 29 9666 Years of experience 30 100 Knowledge 30 100 Abilities and skills 29 9666 Language skills 30 100 Problem solving skills 27 90
Discussion
Clinical education is a critical component of professional allied health education It provides students with experiences in real-life situations
involving actual patients and it offers students the
opportunity to apply theory to practice while fos-tering problem solving decision making and crit-ical thinking The main component of nurse- student
training education are the development training and evaluation of quality clinical instructor so that
a clear written job description for clinical instructors
must be provided which give clear account about
their duties tasks and responsibilities [24]
So the aim of the study was to develop and validate job description for the clinical instructors
working in different academic departments in
faculty of nursing at Mansoura University
Regarding the observed time spent in different
areas of activities performed by the clinical instruc-tor in nursing faculty and clinical settings Student
centered activities had the highest percentage of
time for all activities followed by the time spent
in faculty centered activities These results agrees
with the opinion of the jury in the study who
clarified that the student activity is the first priority of the expected job of the clinical instructor in all
academic departments in the faculty of nursing
This may be related to the fact that almost clinical instructors are knowledgeable about what students
need to know and the criteria for a good acceptable performance This is supported by Mid Michigan Community College [25] who determined the main role of clinical instructor that the clinical instructor
responsible for plans and conducts student confer-ences demonstrates nursing skills and procedures
provides clinical instruction and demonstration
observes return demonstration from students co-ordinates work with facility nurses and education
department in the clinical setting plans and reviews
assignments and observes students skills and procedures
In the same line these results confirmed by
Dawn et al [26] who pointed out that clinical instructor skills are critical components of the
teachinglearning process as education is enhanced
when there is a supportive relationship between
the learner and the teacher They added that nursing
and medical schools must prepare clinical instruc-tors with teaching skills that are effective and
efficient in todays time-pressured clinical environ-ments and implement real reward structures that
recognize the value of time spent in clinical teach-ing
The current study findings have indicated that
the lowest time of the clinical instructors was spent in community centered activity such as establish
amp cultivate effective public relations with various
community agenciesservices providers identify
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
Abeer M Zakaria et al 179
the community health problem and apply results of research to solve community problems This
result opposed Bellevue Community College [27] who have stressed that the clinical instructor must
be participate in community organizations events
or in related projects and promote collaborative
relationships with high schools and four year col-legesuniversities
The present study has sought the opinions of
the clinical instructors and staff members in nursing
faculty about clinical instructors duties and respon-sibilities As for student activities all clinical instructors in nursing faculty stated that clinical
instructor in nursing faculty has the responsibility for meeting students needs training students in
clinical areas and taking all precautions to protect
students equipments materials and facilities
While all staff members stated that clinical instruc-tor has the responsibility for training students in
clinical areas conduct pre clinical and post clinical student conferences acts as liaison between clinical
facility staff and students completes weekly eval-uation on each student in clinical setting supervise
students in clinical setting search and identify
appropriate textbooks and others instructional
materials conduct assigned classes in professional
manner support the learning objectives identified for each course through giving information skills and attitudes for students interact with students in a fair and equitable manner verify and maintain
records of student attendance and performance
taking all precautions to protect students equip-ments materials and facilities and evaluate student
progress The results indicated that there are no statistically significant differences between the
opinions of the clinical instructors and staff mem-bers
This finding agrees with Iowa Lakes Commu-nity College [28] who found that 100 of the clinical instructors believed that they are respon-sible for supervision demonstrate and teach student
nurses in a clinical setting and evaluate report and record student performance and progress according
to college and nursing program guidelines While 66 of them believed that they are responsible for
orientation of students to clinical sites and conduct
pre and post clinical student conferences
In other studies many authors mentioned that the clinical instructor plays an important role in
advising assisting students in the attainment of
their educational goals maintain student and class-room records (attendance census and grades)
choose classroom teaching methodologies appro-priate to student level and course content material
evaluate students in a hospital andor college lab demonstrates nursing skills amp procedures perform clinical instructions maintains a current library of
nursing periodicals and books reports students problems to the appropriate instructional adminis-trators assist with student registration assigns students to patients and observes performance in actual nursing situations conducts formal students training regular accurate and timely feedback to students of their performance create a learning
environment in which all students are treated equal-ly and with respect instruct students in the safe
and proper use of equipment and supplies and in
procedures for proper storage of materials [29-33]
Sharif amp Masoumi [34] stated that the clinical instructor can play an important role in student
nurses self-confidence promote role socialization
and encourage independence which leads to clinical
competency They found that the instructors have
a more evaluative role than a teaching role
Furthermore the present study results have
indicated that all the clinical instructors and staff
members agree that the responsibilities of the
clinical instructor for faculty activities includes
maintaining an environment conducive to effective
learning and is guided by the college and nursing department mission statement and philosophy of nursing education There were significant difference
between the opinions of clinical instructors and
staff members regarding the role of the clinical
instructor in attend and participate in department
meetings cooperate with other members of the staff in planning instructional goals objectives
and methods and participate in planning imple-menting and evaluating the assessed need for new
educational programs and the revision of current
programs This is congruent with South Plains
College [35] amp Fletcher Teaching Community Col-lege [33]
They suggested that the clinical instructor co-ordinates work with nurses and education depart-ment when using hospital or other clinical settings
prepares clinicallab equipment for demonstrations
and lectures serves as a member of a school of
nursing curriculum subcommittee or other group which develops recommendations for the continu-ing improvement of course objectives content
methodology and evaluation participates in facul-tys and professional organizations projects and in-service programs participates in faculty activ-ities uses and obey the policies of the college and
nursing program attend and participate in depart-mental meetings and serve on various college
committees maintain effective communication
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
180 Job Description for Clinical Instructors
with a diverse faculty and staff and represent the
college in manner appearance behavior that pro-mote a positive image of the college within the community
As far as professional development activities
the present study findings have revealed that the highest percentage of the clinical instructors and
all staff members agree that the clinical instructor in nursing faculty has the responsibility for main-taining a yearly portfolio of clinical and profes-sional activities that demonstrates professional
growth It was observed that there was no signifi-cant difference between the opinions of the clinical
instructors and staff members These findings are
in accordance with those reported by Duke Uni-versity health system [31] they mentioned that clinical instructor should be participate in profes-sional development activities in order to maintain professional qualifications and clinical competency in nursing education through attends professional
workshops conferences and other educational
meetings to promote growth
The study indicated that all the academic mem-bers in nursing faculty and all clinical instructors
choose clinical instructor as the job title of the
jobholders who are responsible for training nurse
students in clinical and skills lab settings This result agree with Glendale community college [29] Sisseton Wahpeton college [36] amp Coastal Bend College [37] Choose clinical instructor as the job
title of the jobholders who responsible for training
nurse students in clinical setting and lab clinical
instructor must have current licensures to practice
as a registered nurse possess evidence of teaching
abilities
Regarding job summary the results indicated that the majority of the clinical instructors and
academic members in nursing faculty have agreed that this position is responsible for serving as a clinical instructor in a bachelor degree nursing program and provides support to student enrolled in nursing program Train direct supervise and
control nursing students in acute care and long
term care facilities Responsible for developing her professional skills and shares in solving com-munity problems In this respect Iowa Lakes Com-munity College [28] have similarly suggested that the Clinical Nurse Instructor is responsible for
supervise instruct and evaluate students in a con-trolled hospital andor laboratory supervision to students in a college setting
Concerning job supervisees of the jobholder there was an agreement among all academic mem-bers in nursing faculty and clinical instructors in
the present study that the clinical instructor in
nursing faculty should supervise the nursing stu-dents in clinical and skills lab settings This result supports what Maricopa Community College [38] have mentioned that the clinical instructors were
responsible for supervise the nurse students in clinical and skills lab setting
In relation to job accountability of the jobholder
the findings of the present study have indicated
that the majority of the clinical instructors stated
that clinical instructors in nursing faculty were
responsible to the head of their department but
the highest percentage of the academic members
in nursing faculty stated that clinical instructors
in faculty of nursing were responsible to faculty
members in their department This is disagree with the proposed job description prepared by Maricopa
Community College [38] who have reported that the director of nursing may be responsible for the
direct supervision of the clinical instructor Addi-tionally shehe is responsible for giving general
direction regarding routine and standard matters
specific instructions regarding non-routine matters
However National American University Position
Description School of Nursing Denver Campus
[30] who have mentioned that the clinical instructor
must be report to the lead instructor While Trocaire
College [39] who have reported that the clinical
instructor must be report to the director register
nursing program
The majority of the clinical instructors in the
present study had the opinion that the jobholder
should have a bachelor degree in nursing science while the majority of staff members stated that
clinical instructor working in the nursing faculty
should have a master degree in nursing This finding goes on the same line as those of William Jewell College Department of Nursing [40] This college has suggested that the clinical instructor should be
a registered professional nurse and preferred to
have a master of science in nursing and doctoral preparation
Furthermore concerning years of experience
the present study has revealed that the highest
percentage of the clinical instructors and all staff
members preferred that the clinical instructor work-ing in nursing faculty should have a past experience
of at least two years in clinical nursing The finding is in agreement with the viewpoint of Grossmont
Cuyamaca Community College District [41] These have claimed that clinical instructor working in the nursing faculty should have a minimum of two
years experience in nursing sciences and clinical
practice
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
Abeer M Zakaria et al 181
The result of the current study reaveled that
almost all clinical instructors and staff members
agree that the clinical instructor in nursing faculty
should have knowledge of curriculum in assigned instructional areas elements of effective teaching and learning and current clinical knowledge and maintenance of clinical skills According to Duke University health system [31] has suggested that the clinical instructor must have thorough knowl-edge of instructional educational methods and
techniques knowledge of principles and methods
for curriculum and training design Furthermore Bellevue Community College [37] reported that the clinical instructor must have maintaining current knowledge in area of assignment and knowledge of nursing skills and techniques lab and audiovisual equipment
As far as jobholder personal qualifications the present study findings have revealed that all clinical
instructors and staff members agree with the idea that the clinical instructor in nursing faculty should have the ability of communicate effectively Work
effectively with clinical site staff strong commit-ment to student success and some computer skills include using Personal computer and calculator
and general office equipements Also this finding
revealed that all clinical instructors and staff mem-bers stated that the clinical instructor in nursing
faculty should have language skills include ability
to effectively present information to top manage-ment and public group and ability to read write speaks and hear in English In relation to problem
solving skills all clinical instructors and staff members agree that clinical instructor in nursing
faculty should have the skills of collecting data
about problems This finding goes on the same
line as those of College of Eastern Utah [42]
Has have mentioned that the clinical instructor
should have the ability to work effectively with
students faculty administrators support staff and
diverse community groups ability to communicate
effectively orally and in writing ability to establish
cooperative working relationships with persons contacted in the course of performing assigned
duties ability to demonstrating a strong commit-ment to student success ability to commitment to personal and professional development and dem-onstrated computer literacy Also Kan amp Haas [43] they added that an effective clinical instructor must
uses these strategies such as questioning role playing and interactive discussion to improve students thinking and problem solving skills
Concerning the validity of the format of job
description content validity was indicated by total
agreement about all items among jury group As for face validity the jury group experts have agreed
upon all items
Based on the findings of this study job descrip-tion is needed for identifying the duties essential functions and requirements of the position A good
job description can assess work flow and eliminate duplication of effort and also help assist in the
evaluation of the employees job performance
Their input is also important in improving employ-eeemployer communication They are a job refer-ence for determining how an employee spends herhis time at work Job descriptions are an integral
part of the performance management and evaluation
system [44]
Conclusion
The present study revealed that students faculty
professional development and community activities were considered the essential responsibility of the
clinical instructors working in different academic
departments in faculty of nursing at Mansoura
University with agreement of academic staff and
jury group regarding job description form for the clinical instructor in faculty of nursing
Recommendations In the light of the present study findings the
following recommendations are suggested
1- Clearly identified amp written job descriptions which give clear account about duties tasks and responsibilities for each clinical nurse
instructor must be available
2- Job descriptions must be derived from job analysis amp contain specifications that can be
used for clinical nurse instructor orientation
3- When developing a job description be as clear concise and complete as possible
4- Apply job description of the clinical instructor in all academic departments in the faculty of nursing at Mansoura University to avoid over-lapping of duties
5- Job description for the clinical nurse instructor
must be available amp acknowledged by all academic staff members in faculty of nursing
to avoid conflicts and ambiguities
6- A job description should be revised whenever substantial changes occur in the duties and responsibilities assigned to an existing position
7- A job description should be reviewed for ac-curacy prior to each recruitment with special
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
182 Job Description for Clinical Instructors
attention paid to the required knowledge and skills
8- Orientation programs for new clinical nurse instructor should include orientation about
their job description of their duties and respon-sibilities to help improving quality of clinical teaching
9- In- service education amp training is essential for the clinical nurse instructor to ensure ac-complishment of the duties and responsibilities
of the j ob
10- Performance evaluation of the clinical nurse instructor should be based on available job description
References
1- LEES C Clinical supervision-an initial evaluation ht -tpwwwjcncoukjournalasp MonthNum=1999 amp type=Backissue amp ArticleID=13 1999
2- ARMATAGE P and BURNARD P Mentors or Precep-tors Narrowing the theory practice gap Nurse Education Today 11 225-229 1991
3- JEROME I Nursing Services Published on Amang Rodriguez Memorial Medical Center (httpwwwdohgov pharmc) 2008
4- DE CENZO D and ROBBINS S Human resource man-agement 5 th ed John Wiley and Sons Inc Co New York PP 141-142 1996
5- ROUSSEL L SWANSBURG R and SWANSBURG R Management and leadership for nurse administrators 4 th
ed Jones and Bartlett publishers London PP 444-447 2006
6- SWANSBURG R and SWANSBURG R Introductory management and leadership for nurses s 2 nd ed Jones and Bartlett publishers London PP 701-703 1999
7- RUE L and BYARS L Supervision key link to produc-tivity 7th ed McGraw-Hill Co Boston PP 215-216
2001
8- LOY B Accommodation and Compliance Series Job
Descriptions httpwwwjanwvueduMediaJobDescrip-tions html 1999
9- WINNING E The Job Descriptions Many Uses ht-tpwwwewincomarticlesjduse-htm
10- Oregon State Archives The Oregon Administrative Rules contain filed through Board of nursing Division 61
Standards for training programs for nursing assistants
and medication aids httparcwebsosstateorusrules
OARS_851851_061htm 2009
11- SHELLEY G Improving clinical instruction comparison
of literature httpwwwentrepreneucomtradejour-nalsarticle177412315_4html 2008
12- DAHLEN R Welcome to Nursing 360L Plan to meet the first day of clinical California State University Long
Beach Department of Nursinghttpwwcsubedunb-dahlen360L spring01-html 2001
13- IRBY DM Clinical teaching and the clinical teacher J
Med Ed 61 35-45 1986
14- BERGMAN K and GAITSKILL T Faculty and student
perceptions of effective clinical teachers an extension
study J Prof Nurs 6 33-44 1990
15 - STEVES A Improving the Clinical Instruction of Student
Technologists Journal of Nuclear Medicine Technology 33 (4) 205 2005
16- DIANEK K and JANICE R Characteristics of Effective
Clinical and Theory Instructors as Perceived by LPN to
RN Students and Generic Students in an Associate Degree
Nursing Program Journal of Health Occupations Educa-tion 12 (1) 17 httplibraryucfeduJHOEEduca-tion20Journalfall1997pdf 1997
17- Simplifying Businesses Benefiting employees How to Write Effective and Legal Job Descriptions Job Descrip-tions Basicshttpwwwhrtogocomjob_deschtm 2006
18 - DILLON M Job Descriptions Their Creation Use and
Value httpwwwSchencksolutionscomContentli-braryfilesjobDescriptions20White20Papepdf
2006
19- DARBYSHIRE B Guide to the study of activities of health personnel in hospital New Delhi WHO Regional office for South East Asia July pp 19-22 1969
20- Human Resources Department Job Description Nursing
Instructor httpwwwscccedufaculty_staff hremploy-mentindex3cfm 62 2007
21- Prince William County Scool of Practical Nursing Job Description Nursing InstructorhttpwwwpwseduAdmin
pwcsadmin_pdfsR613-1pdf 2007
22- BURNS NG The practice of nursing research conduct
critique and utilization 2nd
ed WB Saunders Company Philadelphia London pp 331-400 1993
23- LoBIONDO-WOOD G and HABER J Nursing research methods Critical appraisal and utilization 4th ed Mosby
St Louis Tokyo Toronto p 332 1999
24- LAUBER CA TOTH PE LEARY PA MARTIN RD and KILLIAN CB Program Directors and Clinical
Instructors Perceptions of Important Clinical-Instructor
Behavior Categories in the Delivery of Athletic Training
Clinical Instruction J Athl Train Dec 38 (4) 336-341
2003
25- Mid Michigan Community College Position Description httpwwwusdedumedfacultyappointmentrequest-formpdf httpwwwMidmich ccmiusfilles72clini-cal_nursing_faculitypdf 2007
26- DAWN B ROBERT T and DEBORAH E Have Clinical Teaching Effectiveness Ratings Changed with the Medical College of Wisconsins Entry into the Health Care Mar-ketplace Journal of Association of American medical
colleges Volume 75-Issue 10-p S59-S61 2000
27- Bellevue Community College Job description for Medical-Surgical Nursing Instructor from httpwwwacademic-careerscom
28- Iowa Lakes Community College Parts Department Coor-dinatorfrom httpwwwiowalakeseduHumanResources
jobsclinical_nursehtmI 2009
29- Glendale Community College Job description for nursing
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009
Abeer M Zakaria et al 183
instructor from httpwwwglendaleeduemployment
nursing20istructorpdf 2007
30- National American University Position Description
School of Nursing Denver Campus Part time clinical
nursing instructor from httpwwwnationaleduCareer-sAtNAUDenver20CODEN20PT20Clinical 20Nursing20Instructorpdf 2009
31- Duke University Health System Job description for nursing instructor From httpwwwDukehealthorgdrh
jobnsfjob web display 2002
32- Panola College Job description for Instructor Associate
Degree Nursing from httpwwwlegacypanolaedu human_resourcesjob-descriptions 2009
33- Fletcher Teaching Community College Position Descrip-tion for Nursing Instructor From httpwwwftccedu
jobopsnursinginstructor_12monthpdf 2009
34- SHARIF F and MASOUMI S A Qualitative Study of Nursing Student Experiences of Clinical Practice From
httpwwwbiomedcentralcom 2005
35- South Plains College Part time ADN Clinical Instructor
From httpwwwspccctxuswebnewsnews 2007
36- Sisseton Wahpeton College Job description for nursing
instructor From httpwwwswctcon-line20forms human20Resourcesjob 2009
37- Coastal Bend College Registered nursing instructor
From httpwwwhealthecareerscomjobsregistered-nursing-instructorhtm 2009
38- Maricopa Community College Clinical Nursing Instructor
From httpwwwmaricopaeduhrwebwagesalejob-descriptionsgrade14clinnursinstrhtm 2009
39- Trocaire College Nursing Clinical Instructor From
httpwwwtrocaireeduaboutemploymentplonearticle 2008
40- William Jewell College Department of Nursing Part-time clinical instructors From httpwwwjewelledu william_jewellgenwilliam_and_jewell_generated_pag-esJobs_Clinical_Instructor_in_Nursinghtml 2009
41- Grossmont Cuyamaca Community College District Nurs-ing instruction From httpwwwcsudheduhhsnursin-gregnursing instructorpdf 2005
42- College of Eastern Utah Position Announcement Sanjuan
Campus Nursing instructor From httpwwwceuedu jobsinstructor nursing sjcaspx 2007
43- KAN EZ and HAAS SS Fast Facts For The Clinical Nursing Instructor Clinical Teaching in a Nutshell New York Springer Publishing Company p6 2009
44- Job Descriptions httpwwwmegaessayscomviewpaper
html 2009