Nursing Clinical Teacher Effectiveness Inventory: a replication study of the characteristics of ''best'' and ''worst'' clinical teachers as perceived by nursing faculty and students

This study determined the characteristics of 'best' and 'worst' clinical teachers as perceived by 63 baccalaureate nursing faculty and 121 BSN students in Ohio. It is a replication of the 1987 study by Knox & Mogan. The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) they developed is a 48-item Likert scale checklist which described discrete teacher characteristics clustered into five subscales or categories: teaching ability, nursing competence, personality traits, interpersonal relationship and evaluation. Respondents are asked to rate their 'best' clinical teacher using the NCTEI and then their 'worst' clinical teacher. Results show that both faculty and students agree, in both Knox & Mogan's sample and this sample, that the 'best' clinical teachers are good role models, enjoy nursing, enjoy teaching and demonstrate clinical skills and judgement. The 'worst' clinical teachers are not good role models. The most critical distinguishing characteristics between the 'best' and the 'worst' clinical teachers are being a good role model and encouraging mutual respect.     

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.     

护生对临床护理带教老师评价的调查

目的了解临床护生对临床护理带教老师的评价。方法采用临床带教老师评定量表对某医院的临床实习护生进行问卷调查。结果护生对带教老师的总体评价在优秀与良好之间。“护理工作”和“师生关系”两因子得分较高,“教学组织”得分较前两者低,结果具有统计学意义（P〈0.01）。结论临床带教老师需要加强在“教学组织”方面的能力。     

师生所认同的临床护理教师有效特征的比较研究

目的探讨临床护理教师与实习护生所认同的,临床护理教师有效特征。方法运用美国Brown（1981）设计的临床教师特征量表（CTCI）,对68名临床护理教师与77名临床实习的护生进行问卷调查及对临床护理教师有效特征进行评估。通过统计分析,比较教师与学生的有效特征分数。结果20条项目评分的均值大于3分,临床护理教师与护生对临床教师有效特征总评分经相关检验差异有统计学意义;真诚对待患者及关怀患者、信任尊重学生、知识丰富并能将知识传授给学生被认为是临床护理教师前3项最有效特征。有效特征3项分类方差分析,在本专业能力、师生关系和个性中差异有统计学意义。结论探讨,临床护理教师与实习护生所认同的临床教师有效特征,是为了更好地促进临床护理教学,协调师生关系,有助于临床带教质量的全面提升。     

护生对临床护理带教老师评价的调查

目的了解临床护生对临床护理带教老师的评价。方法采用临床带教老师评定量表对某医院的临床实习护生进行问卷调查。结果护生对带教老师的总体评价在优秀与良好之间。“护理工作”和“师生关系”两因子得分较高,“教学组织”得分较前两者低,结果具有统计学意义（P〈0.01）。结论临床带教老师需要加强在“教学组织”方面的能力。     

护生对带教老师评估的实施与成效

目的　动态了解带教老师的带教质量 ,以满足护生实习过程中的需求。方法　采用定期召开护生会议及自行设计调查表对 10 5名护生进行问卷调查。结果　及时反馈及解决带教中存在的问题 ,提高了带教老师的整体素质 ,提高了护生对带教工作的满意度 ,评估前后结果对照有显著意义 (P <0 .0 1) ,护生对带教老师的满意度由实施前的 90 .4%上升到实施后的 95 .8%。结论　要提高护生的临床实习效果 ,必须提高带教老师的整体素质 ,加强护生综合素质的培养。     

学生对临床护理教师教学能力的评价及分析

目的对临床护理教师的教学能力进行分析与评价。方法采用问卷调查法对2006年11月至2008年11月实习的99名护理专业学生进行问卷调查。结果学生对临床护理教师教学方法的评价明显低于其对教学内容及教学态度的评价（P〈0.01）,学生对教师教学内容与教学态度评价间比较差异无统计学意义（P〉0.05）。结论对临床护理教师应增加系统的教学方法、教学内容及教学态度的培训,总体提高其教学能力。     

护理本科实习生核心能力自评与他评的比较研究

目的分析护理本科实习生核心能力学生自我评价和带教教师对其评价的一致性和差异性。方法采用中国注册护士核心能力量表对226名护理本科实习生及其带教师进行问卷调查。结果护理本科实习生核心能力自评和他评各维度得分排序一致,核心能力总均分和伦理/法律实践、人际关系、领导能力、专业发展、临床护理维度自评得分低于他评得分(P<0.05)。结论护理本科实习生核心能力自评和他评结果有差异,建议护理院校在评价中采用自评与他评相结合的方式,以便获得更为精确、可信的结论。     

Health promotion as a nursing function: perceptions held by university students of nursing

Health care in Australia is more often perceived to be illness rather than health focused in nature. The increasing cost of health care has prompted a movement towards health promotion in the community demanding increasing involvement of health care professionals. This three year study was undertaken to determine the attitudes of students towards health promotion on entry and throughout a tertiary nursing programme. This longitudinal study was exploratory in nature and examined the attitudes of two student cohorts over the programme's three years. Entering students cited the health promotion function more frequently than did those nearing programme completion. There is a need to emphasise health promotion as a role if this is seen as desirable behaviour for comprehensively educated nurses. The perceptions of three intakes of students were examined. The function of health promotion was perceived to be important by entry students and was within the three most frequently mentioned functions.