Matthew-Maich Nancy, Martin Lynn, Ackerman-Rainville Rosemary, Hammond Cynthia, Palma Amy, Sheremet Darlene, Stone Rose
Department of Nursing, Mohawk College.
Nurs Stand. 2015 Apr 22;29(34):45-58. doi: 10.7748/ns.29.34.45.e9640.
To explore baccalaureate nursing student perceptions of what makes an effective nurse educator in the clinical practice setting and the influence of effective teaching on student experiences.
Online surveys (n=511) and focus groups (n=7) were completed by nursing students enrolled in all four years of the baccalaureate programme. Data were analysed using content analysis.
Participants indicated that effective teachers foster positive experiences, motivation, meaningful learning and success. They were perceived to be prepared, person-centred, professional, passionate and positive, and to prepare students for success using active strategies. They adjusted to meet individual students' needs at each level of the programme.
Important characteristics and factors in effective clinical teaching were identified. These may be used to develop effective clinical teaching initiatives.
探讨护理学本科学生对临床实践环境中有效护理教育者的看法，以及有效教学对学生体验的影响。
对护理学本科四年制课程的所有年级学生进行了在线调查（n = 511）和焦点小组访谈（n = 7）。采用内容分析法对数据进行分析。
参与者表示，有效的教师能培养积极的体验、动力、有意义的学习和成功。他们被认为有充分准备、以患者为中心、专业、热情且积极向上，并运用积极的策略帮助学生取得成功。他们会根据课程各阶段学生的个体需求进行调整。
确定了有效临床教学的重要特征和因素。这些可用于制定有效的临床教学举措。
