Kelly Ruth E
Saint Joseph College, CT, USA.
Int J Nurs Educ Scholarsh. 2006;3:Article 14. doi: 10.2202/1548-923X.1186. Epub 2006 Mar 16.
Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.
本描述性研究运用角色理论对本科护理专业的临床教师进行调查。研究人员编制并采用了《临床教师角色问卷》，以研究134名全职和兼职临床教师。研究采用理论推导法，角色参与概念得到了实证支持。采用皮尔逊相关分析法研究变量之间的关系。t检验结果确定了全职和兼职教师在地位、角色概念和角色参与等角色变量上的差异。探讨了研究概念与教学角色相关教育内容领域之间的关系，并确定这些关系支持临床教育工作者的角色。辅助性定性调查确定了几个主题：对临床能力的需求；对于兼职教师而言，希望参与课程规划。
