{'fraction_non_alphanumeric': 0.0072992700729927005, 'fraction_numerical': 0.0, 'mean_word_length': 5.533333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
SOLICITING STUDENT INPUT TO IMPROVE CLINICAL TEACHING

Many teaching behaviors have been identified as helpful in the academic setting; much less is known about clinical teaching. The author reports on the importance of ratings of instructional behaviors for undergraduate clinical teaching by both students and faculty. Nursing educators need to become more aware of which clinical teaching behaviors are perceived by students to be helpful to them. Faculty development efforts should be directed toward enabling teachers of clinical nursing to use input from their students so that they can Individualize teaching methods and provide an environment that facilitates student learning.