title: Teaching effectiveness and learning outcomes of baccalaureate nursing students in a critical care practicum: a lebanese experience.
abstract: This process-product replicated study examines the relationship between the clinical teacher behavior effectiveness of critical care instructors and baccalaureate nursing students' learning outcomes in a critical care practicum. Teacher behaviors that were found to be significantly associated with student learning outcomes included flexibility, giving opportunity to observe, quality of answering questions, quality of discourse, feedback specificity, and concern for the learner's progress and problems.
authors.affiliation: American University of Beirut, School of Nursing, Faculty of Medicine, Beirut, Lebanon.
authors.forename: S
authors.initials: S
authors.lastname: Makarem
authors.forename: N Y
authors.initials: NY
authors.lastname: Dumit
authors.forename: M
authors.initials: M
authors.lastname: Adra
authors.forename: K
authors.initials: K
authors.lastname: Kassak
mesh_terms: D000328:Adult; D002983:Clinical Competence / Q000592:standards*; D003422:Critical Care / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning; D007861:Lebanon; D008297:Male; D015402:Nursing Education Research; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000592:standards*