Gignac-Caille A M, Oermann M H
St Joseph's Mercy-Oakland, Pontiac, Michigan,USA.
J Nurs Educ. 2001 Nov;40(8):347-53. doi: 10.3928/0148-4834-20011101-05.
The purpose of this study was to identify the perceptions of associate degree nursing (ADN) students and faculty of characteristics of effective clinical teachers and determine whether there were differences between these two groups. A survey was conducted of 292 students in various levels of their ADN programs and 59 faculty members from the same five programs, which were randomly selected from across Michigan. Data were collected using the Nursing Clinical Effectiveness Inventory, which includes 48 characteristics of effective clinical instructors arranged in five subscales. Students identified "demonstrates clinical skills and judgment" as the most important characteristic of effective clinical instructors, while faculty identified "explains clearly" as the most important characteristic. There was agreement on 6 of the top 10 characteristics identified by both groups. Both groups rated "directs student to useful literature in nursing" as the least important characteristic of effective clinical instructors. The students' and faculty's perceptions of effective clinical instructors differed by subscales, with students identifying evaluation characteristics as most important (mean = 4.73, SD = .42) and faculty identifying interpersonal relationships as most important (mean = 4.72, SD = .31). A t test indicated a significant difference between student and faculty means for the interpersonal relationships subscales, with faculty rating this group of characteristics as more important than students did (t = 2.49, p = .0 14).
本研究的目的是确定护理学副学士学位（ADN）学生和教师对有效临床教师特征的看法，并确定这两组之间是否存在差异。对密歇根州各地随机抽取的292名处于不同ADN课程阶段的学生和来自相同五个课程的59名教师进行了一项调查。使用护理临床效能量表收集数据，该量表包括48项有效临床教师的特征，并分为五个子量表。学生们认为“展示临床技能和判断力”是有效临床教师最重要的特征，而教师们则认为“解释清晰”是最重要的特征。两组确定的前10项特征中有6项达成了共识。两组都将“指导学生查阅有用的护理文献”评为有效临床教师最不重要的特征。学生和教师对有效临床教师的看法在子量表上存在差异，学生认为评估特征最重要（均值=4.73，标准差=0.42），而教师认为人际关系最重要（均值=4.72，标准差=0.31）。t检验表明，人际关系子量表的学生和教师均值之间存在显著差异，教师对这组特征的评分比学生更高（t=2.49，p=0.014）。
