Smith Courtney, Swain Annmarie, Penprase Barbara
Graduate Program of Nurse Anesthesia, Oakland University/William Beaumont Hospital, Royal Oak, Michigan, USA.
AANA J. 2011 Aug;79(4 Suppl):S62-8.
This study continues landmark research, by Katz in 1984 and Hartland and Londoner in 1997, on characteristics of effective teaching by nurse anesthesia clinical instructors. Based on the literature review, there is a highlighted gap in research evaluating current teaching characteristics of clinical nurse anesthesia instructors that are valuable and effective from an instructor's and student's point of view. This study used a descriptive, quantitative research approach to assess (1) the importance of 24 characteristics (22 effective clinical teaching characteristics identified by Katz, and 2 items added for this study) of student registered nurse anesthetists (SRNAs) and clinical preceptors, who are Certified Registered Nurse Anesthetists, and (2) the congruence between the student and preceptor perceptions. A Likert-scale survey was used to assess the importance of each characteristic. The study was conducted at a large Midwestern hospital. The findings of this study did not support the results found by Hartland and Londoner based on the Friedman 2-way analysis. The rankings of the 24 characteristics by the students and the clinical preceptors in the current research were not significantly congruent based on the Kendall coefficient analysis. The results can help clinical preceptors increase their teaching effectiveness and generate effective learning environments for SRNAs.
本研究延续了1984年卡茨以及1997年哈特兰和伦敦纳所做的关于护士麻醉临床带教老师有效教学特征的里程碑式研究。基于文献综述，在从带教老师和学生的角度评估临床护士麻醉带教老师当前有价值且有效的教学特征的研究中，存在一个显著的空白。本研究采用描述性定量研究方法来评估：（1）学生注册护士麻醉师（SRNA）和临床带教老师（注册护士麻醉师）对24个特征（卡茨确定的22个有效临床教学特征，以及本研究新增的2项）的重视程度；（2）学生和带教老师认知之间的一致性。使用李克特量表调查来评估每个特征的重要性。该研究在中西部一家大型医院进行。基于弗里德曼双向分析，本研究结果并不支持哈特兰和伦敦纳的研究结果。根据肯德尔系数分析，当前研究中24个特征在学生和临床带教老师中的排名并无显著一致性。这些结果有助于临床带教老师提高教学效果，并为学生注册护士麻醉师营造有效的学习环境。
