M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA, 19085, United States.
Nurse Educ Pract. 2021 Mar;52:103029. doi: 10.1016/j.nepr.2021.103029. Epub 2021 Mar 17.
Self-efficacy is a well-researched concept and a key component of Bandura's Social Cognitive Theory. Teacher self-efficacy is widely researched within education; it affects student achievement and motivation as well as teacher performance and commitment. Minimal information exists on teacher self-efficacy within clinical settings of practice professions which likely affects patient outcomes. This paper provides background on self-efficacy and teacher self-efficacy; it then addresses clinical teacher self-efficacy using the Walker and Avant (2005) method for concept analysis. Assumptions, definitions, characteristics, antecedents and consequences of the concept of clinical teacher self-efficacy are discussed and represented visually, and exemplified as cases within nursing education. Implications and recommendations are suggested for the applicability of clinical teacher self-efficacy within clinician education and practice.
自我效能感是一个经过充分研究的概念，也是班杜拉社会认知理论的一个关键组成部分。教师自我效能感在教育领域内得到了广泛研究；它影响学生的成就和动机，以及教师的表现和投入。在实践专业的临床环境中，关于教师自我效能感的信息很少，这可能会影响患者的治疗效果。本文提供了自我效能感和教师自我效能感的背景信息；然后使用沃克和阿凡特（2005）的概念分析方法来讨论临床教师自我效能感。本文讨论并以可视化的方式呈现了临床教师自我效能感的概念的假设、定义、特征、前因和后果，并以护理教育中的案例为例进行了说明。本文还对临床教师自我效能感在临床医生教育和实践中的适用性提出了一些影响和建议。
