University of Tennessee at Chattanooga, Chattanooga, TN, USA.
East Tennessee State University, Johnson City, TN, USA.
J Clin Nurs. 2018 Jan;27(1-2):363-374. doi: 10.1111/jocn.13931. Epub 2017 Sep 11.
To analyse the perceived characteristics of an effective nursing clinical instructor and methods for measure instructor effectiveness. This review also examined importance of characteristics based on student age.
The clinical instructor has a vital role in clinical education. While the role may be well defined, the characteristics these instructors need to do their jobs effectively are not.
An integrative review from 1985 to present using four key terms: nursing, clinical, teaching and effectiveness. This review revealed 37 articles that met the inclusion criteria for analysis.
Inclusion criteria included studies related to nursing clinical teaching effectiveness of the clinical instructor in a direct patient care setting. An integrative review table of the studies was made by the author. Keywords were analyzed in the results column, and same concepts were grouped together.
A synthesis of current research revealed three dominant themes: competency, the ability to develop interpersonal relationships and certain personality traits. The analysis of the literature suggests the ability to develop interpersonal relationships is the most valued skill. Overall, approachability emerged as the most important personality trait needed to be an effective clinical instructor. The analysis also revealed a difference regarding the priority of characteristics based on age of the student.
The analysis of the literature suggests the ability to develop interpersonal relationships is the most valued skill for clinical instructors. Overall, approachability emerged as the most important personality trait needed to be an effective clinical instructor.
Future studies should continue to evaluate the extent of the dominant themes especially considering the rise of the millennial student generation.
分析有效护理临床教师的感知特征和衡量教师效能的方法。本综述还考察了基于学生年龄的特征重要性。
临床教师在临床教育中起着至关重要的作用。虽然这个角色可能定义明确，但这些教师有效完成工作所需的特征尚不清楚。
使用四个关键词进行 1985 年至今的综合回顾：护理、临床、教学和效果。本次综述共发现了 37 篇符合纳入分析标准的文章。
纳入标准包括与临床护理教学中临床教师在直接患者护理环境中的教学效果相关的研究。作者制作了一份研究的综合审查表。对关键词进行了分析，并将相同的概念分组。
对现有研究的综合分析揭示了三个主要主题：能力、发展人际关系的能力和某些个性特征。文献分析表明，发展人际关系的能力是最有价值的技能。总体而言，亲和力是成为有效临床教师最需要的个性特征。分析还表明，基于学生年龄，特征的优先级存在差异。
文献分析表明，发展人际关系的能力是临床教师最有价值的技能。总体而言，亲和力是成为有效临床教师最需要的个性特征。
未来的研究应继续评估主要主题的程度，特别是考虑到千禧一代学生群体的兴起。
