Nehring V
Wright State University-Miami Valley, School of Nursing, Dayton, Ohio 45435.
J Adv Nurs. 1990 Aug;15(8):934-40. doi: 10.1111/j.1365-2648.1990.tb01949.x.
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.
本研究确定了俄亥俄州63名护理学学士学位教员和121名护理学学士学生所认为的“最佳”和“最差”临床教师的特征。这是对诺克斯和莫根1987年研究的复制。他们编制的《护理临床教师效能量表》（NCTEI）是一个包含48个条目的李克特量表清单，描述了分为五个子量表或类别的离散教师特征：教学能力、护理能力、个性特征、人际关系和评价。要求受访者使用NCTEI对他们的“最佳”临床教师进行评分，然后对他们的“最差”临床教师进行评分。结果表明，在诺克斯和莫根的样本以及本样本中，教员和学生都一致认为，“最佳”临床教师是好榜样，热爱护理工作，热爱教学，并具备临床技能和判断力。“最差”临床教师则不是好榜样。“最佳”和“最差”临床教师之间最关键的区别特征是成为好榜样和鼓励相互尊重。
