Shafig Ali, Pourteimour Sima, Mazloumi Azra
Student Research Committee, Department of Pediatric Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran.
Department of Pediatric Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran.
Iran J Nurs Midwifery Res. 2022 Jan 25;27(1):54-59. doi: 10.4103/ijnmr.IJNMR_117_20. eCollection 2022 Jan-Feb.
The effectiveness and efficacy of teaching behaviors by clinical educators need to be determined and applied in caring environments, wherein students' seminal Professional Behaviors (PBs) are being shaped. Here, we endeavor to compare the relationship between Iranian clinical educators' teaching behaviors and undergraduate nursing students' PBs.
This descriptive correlational study was conducted on 189 students enrolled in the second, third, and fourth academic years at Urmia University of Medical Science in 2019. The instruments were the Nursing Students' PBs Scale (NSPBS) and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Data were analyzed by Pearson correlations test and linear regression model.
A significant positive correlation between the NSPB and NCTE in the fourth year (r = 0.42, = 0.001) was about twice as much as the second (r = 0.28, = 0.017) and third ones (r = 0.28, = 0.033). Nursing competency, teaching skills, and communication domains were respectively the most effective ones related to the second- (r = 0.35, = 0.003), third- (r = 0.32, = 0.015), and fourth-year NSPBs (r = 0.46, < 0.001). Teaching skills and nursing competency domains had the lowest significant relationships with the second- (r = 0.25, = 0.034) third- (r = 0.30, = 0.023) and fourth-year NSPBs (r = 0.35, = 0,006), respectively.
The comparison between the two mentioned variables in the academic year can provide appropriate information about potential problems of clinical education to develop clinical facilitation models.
临床教育工作者教学行为的有效性和功效需要在护理环境中得到确定和应用，因为学生的基本专业行为（PBs）正在此环境中形成。在此，我们致力于比较伊朗临床教育工作者的教学行为与本科护理专业学生的PBs之间的关系。
本描述性相关性研究于2019年对乌尔米亚医科大学二、三、四年级的189名学生进行。研究工具为护理专业学生PBs量表（NSPBS）和护理临床教师有效性量表（NCTEI）。数据采用Pearson相关检验和线性回归模型进行分析。
四年级学生的NSPB与NCTE之间存在显著正相关（r = 0.42，P = 0.001），约为二年级（r = 0.28，P = 0.017）和三年级（r = 0.28，P = 0.033）的两倍。护理能力、教学技能和沟通领域分别是与二年级（r = 0.35，P = 0.003）、三年级（r = 0.32，P = 0.015）和四年级NSPBs（r = 0.46，P < 0.001）最相关的因素。教学技能和护理能力领域与二年级（r = 0.25，P = 0.034）、三年级（r = 0.30，P = 0.023）和四年级NSPBs（r = 0.35，P = 0.006）的相关性最低。
学年中上述两个变量之间的比较可为临床教育的潜在问题提供适当信息，以制定临床促进模式。
