Li M K
School of General Nursing, Queen Elizabeth Hospital, Kowloon, Hong Kong.
J Adv Nurs. 1997 Dec;26(6):1252-61.
Clinical teaching behaviour is a critical determinant for quality clinical learning experiences of student nurses. It is believed that a better understanding of the perceptions of clinical teaching behaviours between student nurses and nurse educators will enhance clinical teaching. This study examined the perceptions of effective clinical teaching behaviours of nurse educators by student nurses (n = 81) and nurse educators (n = 10) in a hospital-based 3-year general nurse training programme in Hong Kong. Knox & Mogan's Nursing Clinical Teacher Effectiveness Inventory (NCTEI) (1985) was adopted. The respondents were asked to rate the importance of each discrete behaviour on a seven-point scale. It was found that there was greater agreement in the 10 most important behaviours than the 10 least important behaviours among the four groups: students, junior students, senior students and nurse educators. No statistically significant difference could be identified in the perceptions between the nurse educators and students as well as between the junior and senior students regarding the five behavioural categories. The nature and the student status of the nursing programme was accountable for most of the discrepancies between the findings of this study and those of past studies.
临床教学行为是影响实习护士临床学习质量的关键因素。人们认为，更好地了解实习护士和护士教育工作者对临床教学行为的看法将有助于提高临床教学质量。本研究调查了香港一所医院为期3年的普通护士培训项目中，81名实习护士和10名护士教育工作者对护士教育工作者有效临床教学行为的看法。研究采用了诺克斯和摩根的《护理临床教师效能量表》（NCTEI）（1985年版）。受访者被要求按照七点量表对每一项具体行为的重要性进行评分。结果发现，在学生、低年级学生、高年级学生和护士教育工作者这四组人群中，对于10项最重要行为的看法比10项最不重要行为的看法更为一致。在五个行为类别方面，护士教育工作者与学生之间以及低年级学生与高年级学生之间的看法没有统计学上的显著差异。本研究结果与以往研究结果之间的大部分差异可归因于护理项目的性质和学生身份。
