Benor D E, Leviyof I
Recanati School for Community Health Professions, Ben-Gurion University, Beer-Sheva, Israel.
J Nurs Educ. 1997 May;36(5):206-11. doi: 10.3928/0148-4834-19970501-05.
This article attempts to study students' perceptions of effective clinical teacher in nursing. To do this, 123 students from three schools with different curricula identified the important characteristics of a clinical teacher, using a modified NCTEI instrument. Then each respondent assessed to what extent her or his best and poorest clinical teachers possess these characteristics. The profile of an effective clinical teacher which emerged places the highest weight on the nursing competencies of the teacher and downplays both interpersonal relationships and personality traits. Differences between 2nd and 3rd year students were found in the placement of teaching skills and evaluation characteristics. No differences were disclosed among the compared schools. Conflicting research findings are analyzed. The results strongly suggest that the image of the ideal clinical teacher is not rooted in an existing teacher figure. The possible implications of the findings on the role model function of the clinical teacher are discussed.
本文试图研究学生对护理专业有效临床教师的看法。为此，来自三所不同课程设置学校的123名学生使用经过修改的NCTEI工具，确定了临床教师的重要特征。然后，每位受访者评估其最好和最差的临床教师在多大程度上具备这些特征。所呈现的有效临床教师的形象中，教师的护理能力权重最高，而人际关系和个性特征则被淡化。二、三年级学生在教学技能和评估特征的侧重点上存在差异。在被比较的学校之间未发现差异。对相互矛盾的研究结果进行了分析。结果有力地表明，理想临床教师的形象并非源于现有的教师形象。讨论了这些发现对临床教师榜样作用的可能影响。
