Clinical Teaching Effectiveness of Undergraduate Student Nurses in the United Arab Emirates.

Introduction: Clinical supervision is a crucial aspect of developing nursing students' knowledge, skills, and professional attitudes. The characteristics of clinical instructors have a significant role in the progress and transition of students into their future professional roles.

Objective: The study aimed to examine the behaviors of effective clinical instructors as perceived by nursing students and faculty members in the UAE.

Methods: The study followed a cross-sectional quantitative research design to explore nursing students' and faculty members' perceptions of clinical instructors' effective behaviors that facilitate students' clinical practice. Data were collected from a convenience sample of 147 nursing students and 17 faculty members who completed an online version of the study survey at four nursing programs in the UAE.

Results: Students rated personality ( 4.96, 1.91) and teaching ability ( 4.94, 1.96) as the highest behaviors for effective clinical instructor. They perceived effective clinical instructor to be organized ( 5.19, 1.88), shows self-confidence ( 5.16, 1.84), able to answer questions ( 5.16, 1.90), emphasizes what is crucial to learn ( 5.11, 1.81), and takes responsibility for his/her actions ( 5.11, 1.90). While faculty members perceived effective clinical instructor to encourage a climate of mutual respect ( 5.56, 1.27), be approachable ( 5.47, 1.32), demonstrates clinical skill and judgment ( 5.53, 1.46), takes responsibility for his/her actions ( 5.53, 1.37), and be a good role model ( 5.47, 1.32).

Conclusion: Understanding clinical instructors' effective behaviors and supporting them during students' clinical experiences inspire a productive teaching-learning environment that is crucial to improve students' motivation, expand their learning opportunities and improve their hands-on skills.