Clinical Teaching Effectiveness, Nurse Educator Capabilities, and Clinical Outcomes of Nursing Students: A Narrative Review
DOI:
https://doi.org/10.5281/zenodo.20552314Keywords:
clinical teaching effectiveness, nurse educator competencies, clinical outcomes, nursing education, clinical instructionAbstract
Clinical education plays a critical role in preparing nursing students for professional practice, with clinical teaching effectiveness serving as a key determinant of learning outcomes. This study aimed to synthesize existing literature on clinical teaching effectiveness, the capabilities of nurse educators, and the clinical outcomes of nursing students. A narrative literature review design was employed, drawing from peer-reviewed studies published between 2020 and 2026 sourced from databases including Google Scholar, PubMed, ScienceDirect, and Wiley Online Library. Relevant studies were selected based on predefined criteria and analyzed using a thematic synthesis approach. Findings revealed that clinical teaching effectiveness is a multidimensional construct encompassing pedagogical competence, clinical expertise, interpersonal skills, and professional attributes. Nurse educator capabilities were found to be dynamic and interdependent, with pedagogical competence serving as the foundation, supported by clinical proficiency, leadership, research engagement, and technological adaptability. Clinical outcomes among nursing students were identified as multidimensional, including cognitive, psychomotor, and affective domains such as knowledge integration, clinical competence, critical thinking, professional behavior, and readiness for practice. The review further established a strong and consistent relationship between clinical teaching effectiveness and student outcomes, highlighting that effective teaching practices significantly enhance student competence, confidence, and preparedness for clinical roles. This relationship is influenced by contextual factors, including the clinical learning environment and institutional support. Overall, the study underscores the need for a holistic and competency-based approach to clinical education, emphasizing continuous faculty development, structured evaluation systems, and supportive learning environments to optimize nursing education and ensure the preparation of competent and practice-ready graduates.
References
Al-Rawajfah, O. M., Hadid, L. A., Madhavanprabhakaran, G. K., Francis, F., & Khalaf, A. (2022). Predictors of effective clinical teaching—Nursing educators’ perspective. BMC Nursing, 21(1), 55. https://doi.org/10.1186/s12912-022-00836-y
Arrington, L. A., et al. (2026). Development of nurse educator competencies for inclusive teaching and emancipatory learning. Journal of Professional Nursing. Advance online publication. https://doi.org/10.1016/j.profnurs.2026.02.006
Buc, H. M., McClean, M., & Wulf, J. A. (2026). Teaching primary palliative nursing care: A model of competency-based education. Journal of Professional Nursing, 62, 124–134. https://doi.org/10.1016/j.profnurs.2025.11.003
Cerezo, L. R. (2026). Development and psychometric evaluation of the Filipino nurse-educator instructional competency scale: A tool for continuous quality improvement in nursing education. International Journal of Clinical, Nursing, and Population Health Sciences (INCLINPHS), 1(1). https://doi.org/10.63498/inclinphs2
Emock, L. A. (2020). Teaching effectiveness of clinical instructors in the School of Nursing at the University of Baguio.
Farrar-Stern, K., & Young-Brice, A. (2024). Change in expectations: A policy recommendation for future and current nurse educators. Journal of Professional Nursing, 54, 260–263. https://doi.org/10.1016/j.profnurs.2024.08.003
Frangieh, J., Hairston, D., Johanson, L., Lucas, L., & Hughes, V. (2025). Mind the gap: Bridging leadership skill development in entry-level professional nursing through competency-based education. Journal of Professional Nursing, 61, 127–136. https://doi.org/10.1016/j.profnurs.2025.10.005
Jimeno, R. C., & De Guzman, J. (2024). Drivers, competencies, and challenges on nursing research among nursing instructors in selected private higher education institutions in Cagayan Valley, Philippines. International Journal of Advanced Multidisciplinary Studies, 4(4), 1–27.
Knox, J. E., & Mogan, J. (1985). Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates. Journal of Advanced Nursing, 10(1), 25–30. https://doi.org/10.1111/j.1365-2648.1985.tb00488.x
Kulintang, M. B. M., Ngo, A. D., Salas, C. J. C., Sumaoy, K. C., & Alquwez, N. (2026). Nurse educators’ experiences integrating artificial intelligence in teaching and practice: A descriptive phenomenological study. Nurse Education Today, 162, 107050. https://doi.org/10.1016/j.nedt.2026.107050
Levett-Jones, T., Lathlean, J., Higgins, I., & McMillan, M. (2009). Staff–student relationships and their impact on nursing students’ belongingness and learning. Journal of Advanced Nursing, 65(2), 316–324. https://doi.org/10.1111/j.1365-2648.2008.04865.x
Manninen, K., et al. (2024). Clinical learning environments and student outcomes in nursing education. Nurse Education Today.
Maravillas, C. B., & Mallorca, P. S. B. (2025). Theory and clinical skills competencies of nurse educators in the Bicol region, Philippines. International Journal of Nursing and Health Sciences, 7(1), 181–187. https://doi.org/10.33545/26649187.2025.v7.i1c.103
Martínez-Sánchez, I., Rodríguez-García, M., Pérez-Cañaveras, R. M., et al. (2026). Nurse educators’ self-reported level of teaching competence and associated factors in clinical practice. Nurse Education in Practice, 77, 103642.
Oanh, D. T. K., Hien, D. T. D., Thao, H. T. P., Tho, M. A., Trang, D. T. M., & Anh, H. (2023). Development of an online teaching competence framework for university lecturers in Vietnam. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2264034
Papastavrou, E., Dimitriadou, M., Tsangari, H., & Andreou, C. (2016). Nursing students’ satisfaction of the clinical learning environment: A research study. BMC Nursing, 15, 44. https://doi.org/10.1186/s12912-016-0164-4
Roa, M. N. T. (2022). Exploring instructional leadership practices in selected centers of excellence – Colleges of nursing in the Philippines: A multicase study design (Doctoral dissertation, De La Salle University).
Salminen, L., et al. (2024). Nurse educators’ competence and its association with student learning outcomes. Nurse Education in Practice.
Shin, S., Lee, M., & Hong, E. (2024). Factors associated with critical reflection competency among clinical nurse educators. Teaching and Learning in Nursing, 19(4). https://doi.org/10.1016/j.teln.2024.05.008
Tawfeek, M. A., et al. (2021). The effect of clinical instructor roles on nursing students’ self-efficacy. Nurse Education in Practice.
Tian, L., Liu, Y., & Chen, H. (2025). Core competencies and training needs of specialist nurse clinical educators: A cross-sectional study. Nurse Education Today, 126, 105806.
Zhou, Z.-Y., Hu, L.-Y., Wang, M.-L., & Zhou, L.-S. (2023). Narrative education combined with experiential teaching in the development of empathic competence of undergraduate nursing students: Pre-test post-test design. SAGE Open, 13(3). https://doi.org/10.1177/21582440231193948
