Kanitsaki O, Sellick K
Aust J Adv Nurs. 1989 Jun-Aug;6(4):18-24.
This paper reports one of a series of studies designed to investigate the role of the clinical nurse teacher. The major questions addressed were students' perceptions of the importance of sets of clinical teacher behaviours and the extent to which perceptions were influenced by year of study, educational institution, student status and demographic characteristics. Four hundred and two student nurses selected from three Melbourne tertiary institutions were administered a standard measure of clinical teacher behaviours. Ratings of the importance of five sets of behaviours were analyzed for the total sample and for student subgroups. Results showed student nurses assigned greater importance to the role of the clinical instructor as a teacher, followed by behaviours associated with guidance, demonstrating the nursing role, applying theory to practice and evaluation. Significant differences were found for year of study, institution, student status, age and gender. Implications of the findings are discussed in regard to student learning in the clinical setting and faculty development.
本文报告了一系列旨在调查临床护理教师角色的研究之一。所探讨的主要问题是学生对临床教师一系列行为重要性的看法，以及这些看法在多大程度上受到学习年份、教育机构、学生身份和人口统计学特征的影响。从墨尔本三所高等院校挑选出的402名实习护士接受了临床教师行为的标准测评。对总样本和学生亚组分析了五组行为重要性的评分。结果显示，实习护士认为临床教师作为教师的角色更为重要，其次是与指导、示范护理角色、理论应用于实践和评估相关的行为。在学习年份、机构、学生身份、年龄和性别方面发现了显著差异。针对临床环境中的学生学习和教师发展，讨论了研究结果的意义。
