Important Clinical Teaching Behaviors as Perceived by Clinical Instructors in Nursing and Allied Health.
- VernacularTitle:医療系臨床実習指導の重要性に関する指導者側の認知
- Author:
Mari KUBOTA
;
Masazumi MIZUMA
- Publication Type:Journal Article
- Keywords:
clinical teaching in nursing and allied health;
clinical instructor;
perception of important clinical teaching behaviors
- From:Medical Education
2002;33(6):467-474
- CountryJapan
- Language:Japanese
-
Abstract:
Clinical instruction is a important component of nursing and allied health education. We aimed to identify clinical teaching behaviors considered by three different groups of clinical instructors to be most important for facilitating learning. The survey tool used contained 73 items, each of which described a clinical-instructor behavior. The participants were 230 clinical instructors (107 nursing instructors, 66 physical therapy instructors, and 57 occupational therapy instructors) who were asked to rate the importance of each item on a five-point scale. Using factor analysis, 10 factors were measured: “teaching ability:clear”, “teaching ability:level”, “teaching ability: enhancement of thinking”, “regulation of psychological environment in clinical learning”, “provide learners with opportunities to practice”, “fairness”, “role model as professional”, “accessibility”, “recognition of individual differences”, and “supervise”. The clinical teaching behaviors rated as most important included “fairness”, “role model as professional”, and “recognition of individual differences”.
