Comparing the teaching effectiveness of part-time & full-time clinical nurse faculty

The purpose of this study was to compare the teaching effectiveness of part-time and full-time clinical nursing faculty. Results indicate that students rank part-time faculty as significantly less effective than full-time faculty on each of five categories measured by the Nursing Clinical Teacher Effectiveness Inventory and on the overall scale. These results are supported by the finding that there is no significant difference between student ratings of teacher effectiveness and the self-ratings of the teachers themselves.     

The effectiveness of teaching strategies for creativity in a nursing concepts teaching protocol on the creative thinking of two-year RN-BSN students

Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings.     

Developing a clinical teaching handbook and reference manual for part-time clinical faculty

To orient nurses who are already clinical experts to their new role as clinical educators, we developed a department-specific handbook and a reference manual that included materials which could not, as a practical matter, be photocopied extensively. These materials allowed us to quickly orient new clinical instructors to the responsibilities and skills they would need for clinical instruction and supervision. Providing these orientation and training materials also helped solve the clinical nursing faculty shortage at our institution by supporting nurses who, despite expertise in clinical areas, lacked formal training or experience as educators.     

Preparing BSN students for the doctor of nursing practice (DNP) application process: the faculty role

With the recent development of BSN-to-DNP programs, many BSN students and graduates are making applications. However, few BSN programs instruct students on how to successfully apply to doctoral programs. The author provides recommendations for BSN faculty on how to prepare BSN students for the application process to doctoral programs.     

360度评估法在临床护生带教中的实践及成效

目的探讨360度评估法在临床护生带教中的实践及效果。方法选择2013届在本院实习的46名护生为试验组,2012届在本院实习的44名护生为对照组,试验组采用360度评估法从专科理论、技术操作、护理作业考试、职业素养及护生对科室教学质量评价等几方面评估护生临床实习综合质量,并针对性进行教学调整;对照组采用传统教学及评估护生临床实习综合质量。比较两组护生临床教学质量各项指标。结果两组护生专科理论、技术操作、护理作业成绩、护生对教学质量评价、教师与患者和同组实习同学对该护生满意度比较,差异具有统计学意义(均P0.05),试验组明显优于对照组。结论 360度评估法提供了多角度的评价信息,有助于改进教学中的不足,全面提高护生临床综合能力。     

Inviting teaching behaviors of clinical faculty and nursing students' anxiety

This study explored baccalaureate nursing students' perceptions of inviting teaching behaviors of clinical nursing faculty and students' state anxiety while interacting with faculty during clinical experiences. A total of 229 junior and senior generic baccalaureate nursing students comprised the sample. Participants completed three questionnaires: a demographic data questionnaire, the Clinical Teaching Survey, and a Self-Evaluation Questionnaire, designed to measure state anxiety. Results indicated there were moderate negative correlations between students' perceptions of the personally and professionally inviting teaching behaviors of clinical faculty and students' self-reports of state anxiety. A stepwise multiple regression analysis revealed that perceptions of personally inviting teaching behaviors explained 41% of the variance in students' state anxiety. Junior students rated faculty higher on personally and professionally inviting teaching behaviors than did senior students. However, both groups of students scored similarly on self-reports of state anxiety while interacting with clinical faculty. Findings indicate that clinical faculty should be intentionally aware of how their teaching behaviors are perceived by students and influence student anxiety during clinical experiences.     

临床护理兼职教师有效教学行为调查分析

[目的]探讨临床护理兼职教师在基础护理技能教学中的有效教学行为,为提高教学质量提供参考依据.[方法]采用修改的教师有效教学行为调查表对418名高职护生进行问卷调查.[结果]护生对临床护理兼职教师有效教学行为的评价中,护理技能得分最高,其次是个性特征,教学能力和与学生之间的关系得分最低.[结论]临床护理兼职教师在基础护理技能教学中存在一定问题,教育者应针对存在的不足加强教师队伍的建设与管理,从而提高护理教学质量.     

临床教学在护理专职教师专业能力培养中的作用

介绍北京协和医学院护理学院教学改革13年来,临床教学在护理专职教师专业能力培养中的作用。在临床教学中,专职教师充分体会多重角色,提升临床实践能力;临床教学锻炼了专职教师解决问题的能力;专职教师在临床教学中有意识地确定研究方向,培养发现科研问题的能力;临床教学评价对教师的成长起到促进作用。临床教学不仅培养了实用型的护理学生,同时在护理专职教师,尤其是在护理本科或硕士研究生毕业直接从事教学的教师的专业能力培养中发挥巨大作用。     

国内护理专业PBL教学效果的Meta分析

目的:综合评价PBL教学模式对护理专业学生学习效果的作用。方法:进行Meta分析。结果:在提高护理专业学生理论成绩方面,WMD=6.10,95%CI为5.15～7.04,P<0.00001;在病历书写成绩方面,WMD=6.15,95%CI为4.76～7.54;在学生操作成绩的提高方面,SMD=0.72,95%CI为-0.56～2.01,P>0.05。PBL教学方法与传统教学方法比较,在提高护理专业学生理论成绩和病历书写成绩方面有一定的作用,而对于学生操作成绩的提高方面,还需要进一步研究确定。结论:在理论知识和病历书写方面的教学,可以用PBL教学模式,能提高教学效果,而将PBL教学模式应用于护理专业学生的操作教学方面,其教学效果的优劣则有待更进一步研究验证。     

Strategies and faculty roles for teaching RN students.

To help maximize the learning of RN students, the author discusses strategies and faculty roles that are particularly effective with these students. Methodologies from nursing practice, supervision, and management, combined with principles from adult education, provide the basis for this success-oriented approach.     

The effectiveness of shared clinical teaching in nursing

AimClinical learning is a critical component of a nursing curriculum. Student satisfaction in clinical environment is crucial to foster a positive learning experience. Faculty shortages have made clinical teaching more challenging; as such, alternate models of clinical teaching must be explored by nursing programs. The purpose of this study was to measure the perception of student satisfaction in regard to the effectiveness of shared clinical teaching in nursing.MethodsUtilizing Chan's Clinical Learning Environment Inventory (CLEI), this quantitative comparative study examined nursing students' preferred and actual clinical learning environment. The CLEI contains 42 questions in six subscales: Individualization, Innovation, Involvement, Personalization, Task Orientation, and Satisfaction in both the actual and preferred clinical learning environment. The sample consisted of 202 nursing students in two groups: the first group had 91 students who experienced shared clinical teaching with two faculty, whereas the second group had 111 students who experienced the traditional, single faculty model. The results were analyzed using independent sample T-tests.ResultsThe preferred learning environment was rated highest in all six subscales. Scores of the Satisfaction subscale and the Innovation subscale for Actual Learning Environment, and the score of the Innovation subscale for Preferred Learning Environment of students experiencing shared clinical teaching with two faculty were higher than the scores of students experiencing traditional, single faculty model, with statistically significance (P＜0.05).ConclusionThe results indicated students preferred the shared clinical teaching model with two faculty over the single faculty model. Nursing programs can utilize this model and apply these results to develop and maintain quality clinical teaching.     

Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates

This study compared the importance of five categories of clinical teacher behaviours as perceived by university nursing faculty, students and practising baccalaureate graduates. A survey tool, developed for this study, contained 47 items; each item describing a clinical teacher behaviour. Participants were asked to rate the importance of each item on a seven-point Likert-type scale. Results showed similar perceptions of the importance of clinical teacher behaviours between the three groups of participants. However, significant differences were found between all groups when the perceptions of students in each of the 4 years of the nursing programme, faculty and graduates were compared. These results indicate a greater variability among students than between students, faculty and practising baccalaureate graduates. The importance of this study lies not only in the perceptions of the three groups and the questions this raises, but also in the conflicting findings between this and other studies.     

《临床护理教学手册》在实习带教中的应用

护生在毕业前实习是把在学校学到的理论与实践相结合运用的过程，是实现知识向能力转化的重要阶段。为了适应现代护理的要求，培养一批基础理论扎实、技能操作娴熟、人文知识丰富的护理人员。我院于2004年编写了《临床护理教学手册》进行带教。本手册包括医院的概况，临床护理教学组织管理，规章制度，教学程序，教学目标与方法，教学质量管理，教学内容7个方面。建立了护生进入临床前到实习结束的整个程序。通过1年的实践，取得了很好的效果，现报道如下。     

临床护理教学工作中师资培训的现状分析

通过分析护理临床教学工作中临床教师教学素质不高、缺乏有效的激励机制、教学管理体系不健全等现状,提出要加强临床护理教学工作的师资培训,可通过提高临床教师自身素质、建立有效的激励和管理机制,达到提高临床教学质量的目的。