Bifftu Berhanu Boru, Dachew Berihun Assefa, Tiruneh Bewket Tadesse, Ashenafie Tesfaye Demeke, Tegegne Eleni Tesfaye, Worku Workie Zemene
Department of Nursing, University of Gondar College of Medicine and Health Science, Gondar, Ethiopia.
Department of Epidemiology and Biostatistics, University of Gondar College of Medicine and Health Science, Institute of Public Health, Gondar, Ethiopia.
J Caring Sci. 2018 Sep 1;7(3):119-123. doi: 10.15171/jcs.2018.019. eCollection 2018 Sep.
Clinical teaching behavior is a critical determinant for quality of clinical learning. Nursing students' and instructor's perception of effective clinical teaching behavior (ECTB) is important to modify and facilitate clinical education. Thus, the main purpose of this study was to assess the effective clinical teaching behavior (ECTB) as perceived by students and nursing instructors. Facility based cross-sectional descriptive study design was conducted among 178 participants. Data were collected using pre-tested and self-administered questionnaire. Effective clinical teaching behaviors were measured by Nursing Clinical Teacher Effectiveness Inventory. Data were analyzed using descriptive and independent sample t-test. An adjusted odds ratio with 95% confidence interval computed to determine the level of significance. The most important rated ECTB as perceived by students was teaching ability. For instructors, nursing competences was the most rated ECTB. The overall mean of ECTBs of the students and instructors were 4.26 (0.52) and 3.52 (0.74) respectively. There was statistically significant mean difference between them (t = 5.888). There was a statistically significant mean difference between the students' and instructors' perception of ECTBs. Thus, authors suggest nursing instructors to consider the presence of students who prefers different teaching methods.
临床教学行为是临床学习质量的关键决定因素。护理专业学生和教师对有效临床教学行为（ECTB）的认知对于改进和促进临床教育很重要。因此，本研究的主要目的是评估学生和护理教师所感知的有效临床教学行为（ECTB）。在178名参与者中开展了基于机构的横断面描述性研究设计。使用预先测试的自填式问卷收集数据。通过护理临床教师效能量表来衡量有效临床教学行为。使用描述性统计和独立样本t检验分析数据。计算调整后的比值比及95%置信区间以确定显著性水平。学生认为最重要的ECTB是教学能力。对于教师而言，护理能力是被评为最重要的ECTB。学生和教师的ECTB总体均值分别为4.26（0.52）和3.52（0.74）。两者之间存在统计学上的显著平均差异（t = 5.888）。学生和教师对ECTB的认知存在统计学上的显著平均差异。因此，作者建议护理教师考虑到存在偏好不同教学方法的学生。
