College of Nursing, Ewha Womans University, Seoul, Korea.
College of Nursing Science, East-West Nursing Research Institute, Kyung Hee University, Seoul, Korea.
J Clin Nurs. 2021 Apr;30(7-8):1111-1119. doi: 10.1111/jocn.15656. Epub 2021 Jan 26.
The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals.
In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging.
Secondary analysis of data through a cross-sectional study design was adopted.
Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1 year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self-reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education-related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript.
According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators.
Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy.
Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.
本研究旨在探讨在综合医院工作的临床护士教育者中，根据教学效能感水平，个人特征、核心实践能力和角色压力的差异。
在临床环境中，让在职临床护士教育者成功适应教学具有挑战性。
通过横断面研究设计对数据进行二次分析。
最初从综合医院招募了 565 名护士，其中 364 名护士纳入本研究。参与者是来自韩国五个城市的 16 家综合医院中具有 1 年以上各种环境工作经验的护士，在这些医院中护理学生接受临床实习培训。通过教学效能感、核心实践能力和感知压力量表自我报告数据，评估与临床教育相关的教学效能感、核心实践能力和角色压力。在分析中，对教学效能感高和低的护士进行了比较。我们遵循了 EQUATOR（例如 STROBE）研究清单来准备这份手稿。
根据单因素分析，教学效能感随着年龄、更长的临床工作经验、攻读博士课程或拥有博士学位、以前提供临床教育的经验以及参加临床教育继续教育而提高。在多变量分析中，参加临床教育继续教育、评估和干预技能、批判性思维技能、教学技能和角色模糊与护士教育者的教学效能感相关。
基于本研究的结果，我们建议护理管理人员应该培养具有高教学效能感的潜在临床护士教育者或导师的个人特征的认知。
应该通过为护士提供专业发展机会来支持他们，以提高教学效能感。
