School of Nursing and Midwifery, Mashhad University of Medical Sciences and Health Services, Mashhad, Khorasane Razavi 91789, Iran.
Nurse Educ Pract. 2010 Jan;10(1):8-12. doi: 10.1016/j.nepr.2009.01.016. Epub 2009 Feb 28.
There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been widely studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Three main and 12 sub themes emerged from data and these could explain the nature of the teaching style in clinical education of the Mashhad Faculty of Nursing and probably others in Iran. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each educator had a personal and individualized style which was flexible according to the situation, type of the skill (course content), education environment and facilities, and level of the learner. This study can guide nurse educators to know more about teaching styles and use them appropriately in the clinical settings. Further research into the themes of this study are recommended.
有许多关于护理临床环境及其问题的研究，但整体教学风格并未得到广泛研究。因此，本研究旨在探讨伊朗护理教师对临床环境中教学风格的看法。本研究采用扎根理论方法进行。2006-2007 年，对 15 名护理教师进行了单独访谈。访谈进行了录音，并随后逐字转录。使用 Strauss 和 Corbin 的方法对转录内容进行了分析。从数据中得出了三个主要主题和 12 个次要主题，这些主题可以解释马什哈德护理学院临床教育的教学风格的本质，也许可以解释伊朗其他护理学院的教学风格的本质。主要主题包括：教学风格的多样性、临床教学的本质以及教育氛围的控制和适应。教学风格的多样性是本研究的主导概念。每个教育者都有个人和个性化的风格，这种风格根据情况、技能类型（课程内容）、教育环境和设施以及学习者的水平灵活变化。本研究可以指导护理教育者更多地了解教学风格，并在临床环境中适当地使用它们。建议对本研究的主题进行进一步研究。
