Herrmann M M
Undergraduate Program, Loma Linda University School of Nursing, California 92350, USA.
J Nurs Educ. 1997 Sep;36(7):317-22. doi: 10.3928/0148-4834-19970901-06.
In recent years, there has been a shift in graduate education from preparing teachers of nursing to preparing advanced clinicians. Whether this shift has made a difference in the clinical teaching skills of the nurse educator has not been addressed. The purpose of this study was to survey clinical teachers in nursing schools and examine whether or not courses in educational theory had any relationship to the "effectiveness" or "time spent" in using various teaching techniques in the clinical setting. This non-experimental survey research used a convenience sample (692) drawn from all National League for Nursing-accredited baccalaureate schools. Only three small significant differences were found, using the t-test, for effectiveness and time spent in teaching strategies between faculty with educational preparation when compared to those without. Although results of this study failed to show significant differences in teaching techniques based on educational preparation, they did indicate a need for educational content to prepare for the teaching role. Discussion of preparation for the teaching role is included.
近年来，研究生教育已从培养护理教师转向培养高级临床医生。这种转变是否对护士教育工作者的临床教学技能产生了影响，目前尚未得到探讨。本研究的目的是对护理院校的临床教师进行调查，并考察教育理论课程与在临床环境中使用各种教学技巧的“有效性”或“花费时间”之间是否存在任何关联。这项非实验性调查研究采用了从所有美国护理联盟认可的学士学位院校抽取的便利样本（692人）。与未接受过教育准备的教师相比，使用t检验仅发现了在教学策略的有效性和花费时间方面存在三个微小的显著差异。尽管本研究结果未能表明基于教育准备的教学技巧存在显著差异，但确实表明需要有针对教学角色的教育内容。文中还包括了对教学角色准备工作的讨论。
