Wang A M, Blumberg P
University of Illinois, College of Nursing, Chicago.
J Nurs Educ. 1983 Apr;22(4):144-51. doi: 10.3928/0148-4834-19830401-02.
In order to better understand the nature of clinical teaching, 44 two-hour observations of instructors in clinical and field settings were conducted. The instructors were teaching clinical nursing courses from the sophomore through the senior level. The observers recorded the frequency of 16 techniques using a category system as well as data concerning the student-teacher ratio, type of class, and other information. The results show that one third of the interactions between student and faculty lasted one minute or less and one third lasted one to six minutes. Majority were initiated by the faculty member with a 1:1 ratio. Analysis of the types of techniques most frequently used across all courses were either leading/direct questions or information giving. Discussion and implication of the results of this study are discussed in light of the realities of clinical experiences for the baccalaureate nursing student; e.g., effects on problem-solving abilities of students; need to improve clinical teaching interaction skills; and curriculum change. This study describes the interaction techniques that nursing faculty used with students in clinical and field settings. Improving clinical teaching is currently a priority for nurse educators. Many people assume that they have a good idea of what transpires between faculty and students in clinical settings. Yet very little is actually documented on this topic. Before improvements can be made, we should have a more complete understanding of what is happening. This can best be accomplished by observing and documenting faculty interactions with students. Therefore, the need to obtain better information about faculty-student interactions in clinical and field settings was the impetus for this quantitative descriptive study.(ABSTRACT TRUNCATED AT 250 WORDS)
为了更好地理解临床教学的本质，我们对临床和实地环境中的教师进行了44次为时两小时的观察。这些教师教授从大二到大四的临床护理课程。观察者使用分类系统记录了16种教学技巧的使用频率以及有关师生比例、课程类型和其他信息的数据。结果显示，师生互动中有三分之一持续时间为一分钟或更短，三分之一持续一到六分钟。大多数互动由教师发起，师生比例为1:1。对所有课程中最常使用的教学技巧类型的分析表明，要么是引导性/直接提问，要么是信息传授。本研究结果的讨论和启示是根据本科护理学生临床实习的实际情况进行的；例如，对学生解决问题能力的影响；提高临床教学互动技能的必要性；以及课程改革。本研究描述了护理教师在临床和实地环境中与学生使用的互动技巧。目前，改进临床教学是护理教育工作者的首要任务。许多人认为他们很清楚临床环境中师生之间发生了什么。然而，关于这个主题的实际记录却很少。在做出改进之前，我们应该更全面地了解正在发生的事情。这最好通过观察和记录教师与学生的互动来实现。因此，需要获取有关临床和实地环境中师生互动的更好信息，这是这项定量描述性研究的动力。（摘要截选至250字）
