Bergman K, Gaitskill T
University of Cincinnati College of Nursing and Health, OH 45221-0038.
J Prof Nurs. 1990 Jan-Feb;6(1):33-44. doi: 10.1016/s8755-7223(05)80187-5.
This extension study was conducted to (1) identify which characteristics of the effective clinical teacher are deemed most important by nursing students and faculty; (2) determine whether previous findings remain valid (are transferable); and (3) investigate whether the perception of effective teaching behavior shifts as students advance toward graduation. The research tool, a two-part questionnaire developed by Brown, was circulated among students and instructors at a university college of nursing in southwestern Ohio. The first section listed 20 characteristics of teachers to be rated, using a Likert-type scale, from "of most importance" to "of no importance." The second section required subjects to select and rank in order the five most important characteristics from the list of 20. Descriptive analysis was applied to the data, and findings were compared with those of Brown. The study suggests that both faculty and students favor articulate, knowledgeable clinical instructors who are "objective and fair" in student evaluation. There is a high degree of similarity between the responses of faculty and students, but differences emerge. Both value skills involving the student-faculty relationship over skills centering on the professional or personal attributes of the instructor. However, faculty respondents appear to place a higher value on instructor interest in patients, and students are more concerned with communication-related attributes. Faculty members place a greater value on showing interest in patients than do students. The results, when compared with Brown's findings, appear largely transferable, but significant differences appear. For example, faculty members ranked characteristics dealing with the clinical instructor's relationship with students to be more important than those dealing with professional competence--the opposite of Brown's results. This study shows the need for nursing institutions to implement programs to foster and to promote uniformly identified effective clinical teaching characteristics. Given the special challenges of clinical nursing education, graduate programs should also seek to teach the skills identified as most effective, and persons with the skills perceived as effective should be urged to enter clinical instruction and should be rewarded for success in this important area.
（1）确定护理专业学生和教师认为高效临床教师的哪些特征最为重要；（2）确定先前的研究结果是否仍然有效（是否具有可转移性）；（3）调查随着学生临近毕业，对有效教学行为的认知是否会发生变化。研究工具是由布朗编制的一份两部分的问卷，该问卷在俄亥俄州西南部一所大学护理学院的学生和教师中进行了分发。第一部分列出了20项教师特征，要求使用李克特量表从“最重要”到“不重要”进行评分。第二部分要求受试者从这20项特征中选出最重要的5项并进行排序。对数据进行了描述性分析，并将研究结果与布朗的研究结果进行了比较。该研究表明，教师和学生都喜欢表达能力强、知识渊博、在学生评价中“客观公正”的临床教师。教师和学生的回答有高度的相似性，但也存在差异。两者都重视涉及师生关系的技能，而不是以教师的专业或个人特质为中心的技能。然而，教师受访者似乎更看重教师对患者的关心，而学生则更关注与沟通相关的特质。教师比学生更重视表现出对患者的关心。与布朗的研究结果相比，这些结果在很大程度上具有可转移性，但也存在显著差异。例如，教师将处理临床教师与学生关系的特征排在比处理专业能力的特征更重要的位置——这与布朗的结果相反。这项研究表明，护理机构需要实施相关项目，以培养和推广一致认可的高效临床教学特征。鉴于临床护理教育面临的特殊挑战，研究生项目也应寻求教授被认为最有效的技能，并鼓励具备被视为有效的技能的人员从事临床教学工作，并对他们在这一重要领域的成功给予奖励。
