ArticleNursing open2026
Nursing Students' Participation and Perceptions of Teaching Effectiveness at Clinical Teaching Bases: A Cross-Sectional Survey.
Article in Nursing open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
aimTo assess nursing students' participation and perceptions of teaching effectiveness at clinical teaching bases and to identify the improvements students themselves prioritize.
designA cross-sectional, descriptive survey.
methodsDuring the 2023-2024 academic year, a self-developed eight-item questionnaire, together with a single overall-satisfaction item, was administered to 366 final-year students in 3-year associate degree nursing programmes at two clinical teaching bases in Chongqing, China; 318 valid responses (86.9%) were analysed. Analyses comprised descriptive statistics, between-centre comparison, effect-size estimation and content analysis of open-ended suggestions.
resultsAbout two-thirds of students reported active participation in class discussions (64%), whereas far fewer joined extracurricular academic activities (31%) or a study group (28%). About half considered teaching methods diverse (53%) or felt encouraged to express their opinions (50%). Written suggestions centred on interdisciplinary case teaching, emergency care training, and more diverse assessment. No item differed significantly between the two centres.
conclusionsParticipation clustered in timetabled sessions and appeared to fall sharply for activities requiring students' own time, and the interactive quality of teaching was rated below its content. Routinely collecting and acting on student feedback may offer clinical teaching bases a practical way to address both. IMPLICATIONS FOR THE PROFESSION: Participation was consistently higher for timetabled activities, pointing to scheduling as a lever educators can act on, and fewer than one-third of students volunteered a concrete suggestion. Nurse educators and clinical teaching administrators may draw on these student-derived priorities when adjusting curricula, training preceptors and designing feedback mechanisms. IMPACT (ADDRESSING): What problem did the study address? ○ Evidence on students' clinical teaching participation was limited. What were the main findings? ○ Participation was high for scheduled activities, lower for voluntary ones. Where and on whom will the research have an impact? ○ Findings may guide scheduling and preceptor training at teaching bases. REPORTING
methodReported in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist for cross-sectional studies. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
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