Department of Respiratory Therapy, Faculty of Applied Medical Sciences, Jazan University, Jazan, Saudi Arabia.
Department of Applied Pharmaceutical Sciences and Clinical Pharmacy, Faculty of Pharmacy, Al-Isra University, Amman, Jordan.
Respir Care. 2020 Feb;65(2):191-197. doi: 10.4187/respcare.06947. Epub 2019 Sep 10.
Clinical preceptors in respiratory therapy (RT) are expected to possess effective teaching skills and qualities that signify their knowledge, expertise, and professionalism. Thus, it is important to determine which teaching characteristics are effective among RT clinical preceptors from the administrators' perspective as well as the predictors for the administrators' decisions.
A cross-sectional survey study of RT administrators was conducted in hospitals in a major southeastern metropolitan area in the United States. We used the modified version of the Effective Clinical Instructor Characteristics Inventory, which consists of 35 questions that cover 3 main domains: professional competence (15 questions), relationship with the students (8 questions), and personal attributes (12 questions); questions were answered according to a 5-point Likert scale (ranging from 1 to 5). Multiple linear regression analysis was used to identify predictors of clinical preceptors' selection, reflected in their final scores.
A total of 34 RT administrators participated in this study, representing 18 health care institutions. The response rate was 54.8%. Participants showed the most interest in the professional competence of clinical preceptors, with a total mean score of 68.6 ± 4.4. This characteristic was followed by personal attributes and relationship with students, with mean scores of 53.8 ±4.8 and 35.8 ± 3.4, respectively. The perception of managers from different managerial positions toward preceptors' professional competence showed a statistically significant difference ( = .042). The variable defined as years in clinical practice as a respiratory therapist was negatively associated with participants' final scores.
This study indicates that the professional competence of clinical preceptors is believed by RT administrators to be the most important behavioral characteristic. The results also indicate that role modeling and showing genuine interest in patients and their care are the most effective teaching characteristics of clinical preceptors.
呼吸治疗（RT）临床带教老师需要具备有效的教学技能和素质，这些技能和素质体现了他们的知识、专业知识和专业精神。因此，从管理者的角度确定哪些教学特点对 RT 临床带教老师是有效的，以及哪些是管理者决策的预测因素是很重要的。
我们在美国东南部一个主要大都市地区的医院进行了一项 RT 管理员的横断面调查研究。我们使用了修改后的有效临床教师特征清单的版本，该清单由 35 个问题组成，涵盖 3 个主要领域：专业能力（15 个问题）、与学生的关系（8 个问题）和个人属性（12 个问题）；问题是根据 5 点李克特量表（1 到 5 分）回答的。多元线性回归分析用于确定临床带教老师选择的预测因素，反映在他们的最终得分上。
共有 34 名 RT 管理员参与了这项研究，代表了 18 家医疗机构。回应率为 54.8%。参与者对临床带教老师的专业能力最感兴趣，总平均得分为 68.6 ± 4.4。其次是个人属性和与学生的关系，平均得分为 53.8 ±4.8 和 35.8 ± 3.4。不同管理职位的管理人员对带教老师专业能力的看法存在统计学差异（P =.042）。定义为作为呼吸治疗师的临床实践年限的变量与参与者的最终得分呈负相关。
这项研究表明，临床带教老师的专业能力被 RT 管理员认为是最重要的行为特征。结果还表明，榜样作用和对患者及其护理的真正兴趣是临床带教老师最有效的教学特点。
