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CC BY 4.0 · Ibnosina Journal of Medicine and Biomedical Sciences 2025; 17(03): 116-123
DOI: 10.1055/s-0045-1811519
Original Article

The Impact of Clinical Teaching Behavior on Learning Experience of Nursing Students

Maria E. M. Mariano
1   Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
,
Lamiaa H. Al-Jamea
2   Department of Academic Affairs and Training, King Fahad Military Medical Complex, Ministry of Defense Health Services, Dhahran, Saudi Arabia
,
Rehab Al-Ansari
3   Adult Hematology Unit, Department of Internal Medicine, King Fahad Military Medical Complex, Ministry of Defense Health Services, Dhahran, Saudi Arabia
,
Nasrah Aldossary
1   Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
,
Abeer Al Shamrani
1   Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
,
Jenifer V. Quiambao
4   Graduate School of Educational & Leadership Management, St. Paul University, Manila, Philippines
,
Jeffhraim Balilla
5   Institutional Assessment, Effectiveness & Research Advancement Unit, Bulacan State University, Bulacan, Philippines
,
Alexander Woodman 
6   School of Health Sciences, University of Salford, Manchester, England
› Author Affiliations
Funding and Sponsorship None.
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Abstract

Background

Clinical education is the cornerstone of nursing education and an important aspect of the nursing curriculum. The perspective of nursing students and clinical teachers can have a significant impact on the curriculum and knowledge delivery. This research aimed to investigate the influence and effect of the teaching methods utilized by clinical teachers on the training of Saudi nursing students.

Participants and Methods

A descriptive cross-sectional quantitative study was conducted among n = 135 nursing students at different levels of education. Nursing Clinical Teacher Effectiveness Inventory was administered and analyzed to address the aim.

Results

Respondents rated Teaching Ability as the most effective clinical teaching behavior (mean [M] = 3.98, standard deviation [SD] = 0.84), followed by Nursing Competence (M = 3.92, SD = 0.81). Both Interpersonal Relations and Personality were equally rated at M = 3.88, while Evaluation received the lowest overall mean (M = 3.75, SD = 0.98). Multivariate analysis of variance results indicated significant differences in students' perceptions across academic levels (Pillai test = 0.51, F = 3.79, p < 0.001).

Conclusion

These findings highlight the importance of tailoring clinical teaching strategies based on program level. The Bachelor of Science in Nursing (BSN4) cohort consistently rated all teaching dimensions more favorably, suggesting higher satisfaction or more developed expectations among students in the later stages of their program. Conversely, lower ratings from Bridging 2 (BRID) students indicate a potential gap in their clinical learning experience. These disparities emphasize the need for a program-level-responsive approach to clinical teaching—strengthening underperforming categories like Evaluation, while reinforcing effective practices in cohorts with positive perceptions.

Keywords

nursing education - clinical teacher - students - perspectives - behavior

Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.


Authors' Contributions

M.E.M.M., J.B., N.A., A.A.S., A.W. - Conceptualization, Methodology, Formal analysis, Software, Investigation; M.E.M.M., J.B., N.A., A.A.S., J.V.Q., A.W. - Visualization, Writing - Original Draft, Writing - Review & Editing; L.H.A.J., R.A.A., J.V.Q. - Validation, Supervision, Project Administration, Resources, Writing - Review & Editing.


Compliance with Ethical Principles

The study was approved by the Research and Ethics Committee of Prince Sultan Military College of Health Sciences (IRB-2022-NUR-016). After the purpose of the study was explained, participants were asked to complete and sign an informed consent form agreeing to participate.




Publication History

Article published online:
22 August 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

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