Table 1.
Summary of principal components (with eigenvalues) contributing the items as a result of explorative factor analysis of the NICTPI
| Items | Factor Loading+ | ||
|---|---|---|---|
| Factor 1 | Factor 2 | Factor 3 | |
| 1. Orienting students to the physical environment of the ward, personnel, and the types of diseases managed in the ward | 0.407 | 0.686 | |
| 2. Orienting students to the aims and the objectives of the course as well as their duties and assignments at the beginning of the course | 0.555 | 0.702 | |
| 3. Orienting students to the evaluation criteria at the beginning of the course | 0.411 | 0.706 | |
| 4. Effective planning and supervision for students’ timely arrival and regular attendance at ward | 0.783 | ||
| 5. Formative evaluation of students’ learning by using predetermined criteria | 0.436 | 0.471 | 0.578 |
| 6. Providing students with regular constructive feedbacks to improve their abilities and overcome their weaknesses | 0.582 | 0.657 | |
| 7. Daily planning for attaining the goals of clinical education | 0.584 | 0.575 | |
| 8. Head-nurse or ward authorities’ awareness of students’ daily work schedule | 0.305 | ||
| 9. Guiding students in providing nursing care to patients hospitalized in the ward | 0.457 | 0.710 | |
| 10. Guiding students in providing patient education based on patients’ educational needs | 0.544 | 0.700 | |
| 11. Supervising students or having a staff nurse or a senior student supervise them during implementing special procedures | 0.499 | 0.420 | |
| 12. Training nursing procedures that are specific to current clinical course | 0.623 | 0.457 | |
| 13. Planning for visiting other settings that are related to the current clinical course | 0.679 | ||
| 14. Providing clinical educations based on the nursing process | 0.644 | 0.440 | |
| 15. Providing clinical educations based on patients’ educational needs | 0.607 | 0.600 | |
| 16. Teaching students about how to write daily clinical reports and nursing notes based on the nursing process | 0.836 | ||
| 17. Receiving or having a staff nurse receive students’ handoff reports at the end of each working shift | 0.600 | 0.547 | |
| 18. Teaching students about how to provide care before and after diagnostic procedures | 0.564 | 0.563 | |
| 19. Informing students about evaluation criteria and their final score up to one week after the completion of the course | 0.413 | 0.443 | 0.432 |
| 20. Taking ethical considerations into account when dealing with patients, students, and hospital personnel | 0.724 | ||
| 21. Creating a teaching-learning environment that welcomes criticism and recommendations | 0.446 | 0.678 | |
| 22. Having interest in nursing | 0.796 | ||
| 23. Having interest in nursing education | 0.428 | 0.745 | |
| 24. Having the ability to be a good role-model for students | 0.531 | 0.710 | |
| 25. Having the ability to encourage and motivate students for providing care to patients | 0.630 | 0.568 | |
All factor loadings>0.30 are reported. +After Varimax rotation. Factor 1: Orienting students to the rules and regulations of the course; Factor 2: The process of clinical teaching; Factor 3: Instructor’s professional knowledge, attitude, and competence.