A divergent perspective analysis on the characteristics of an excellent nurse teacher using Q methodology

Abstract

The objective of this study was to describe the divergent perspectives on the characteristics of an excellent nurse teacher among undergraduate nursing students. Q methodology was used as a method and a tool to examine the diversity of responses regarding what constitutes excellent teaching in nursing. Thirty-five (35) undergraduate nursing students ranked each item in a set of 41 statements (Q sample) using a 9-point scale that ranges from -4 (most uncharacteristic) to +4 (most characteristic). The Q statement rankings generated by the participants were factor analyzed using the centroid method and varimax rotation. The analysis yielded five factors representing viewpoints of five clusters of undergraduate nursing students. Each of these groups identified an excellent nurse teacher as someone with professional treatment to learning and the learner, efficient organization and management of learning, high regard to growth and expansion of knowledge, reasonable evaluation practices, and encouraging demeanor towards students. The five viewpoints about an excellent nurse teacher described a nomenclature of ideas that is distinct yet related to the usual ideas about good teaching in nursing.