A SYSTEMATIC REVIEW: NURSING STUDENTS’ PERCEPTIONS OF TEACHER ATTRIBUTES THAT ENHANCE LEARNING IN PRIVATE NURSING SCHOOLS: A FOCUS ON KARACHI, PAKISTAN

Abstract

Background: Nursing education quality is primarily determined by the faras way of teaching and communicating with students. Faculty attributes are vital in determining students’ academic results, self-assurance, reasoning skills, and skills required to work in the clinical environment. As healthcare education in Pakistan continues to change, it is ever more important to comprehend the way that nursing students perceive the teacher traits that encourage good learning.  
Materials and Method: A systematic review was conducted following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Electronic databases including PubMed, ScienceDirect, Emerald, and Google Scholar were searched using key terms: “Students as Partners,” “faculty attributes,” “teaching effectiveness,” “student perceptions,” and “nursing education” in combination with “Pakistan” and other global contexts.  
Results: Among the faculty characteristics emphasized in the review by nursing students, elements such as mutual respect, openness, effective communication, inclusiveness, constructive feedback, and collaboration in teaching were identified as being of high importance. The reviewed literature highlighted the “Students as Partners” (SaP) with its core element representing the equal co-ownership of learning by students and faculty. 
Conclusion: 
This research also shows how certain features of the faculty members’ work help to create an inclusive and efficient environment for the nursing students. We also believe that it is possible to enhance collaboration between faculty and students as well as to introduce the SaP framework, which may help gain better academic outcomes and increase student autonomy.