[[alternative]]A Study of Teaching Effectiveness among Clinical Nursing Preceptors

[[abstract]]本研究旨在探討護理臨床教師教學效能，同時探討不同個人相關因素變項之護理臨床教師及新進護理人員在評值教學效能上之差異，並進一步探究新進護理人員及護理臨床教師評量護理臨床教師教學效能之差異，最後探討護理臨床教師之教學自我效能信念與教學效能間之關係。本研究為横斷性研究，採方便取樣，以台灣地區北部教學醫院之新進護理人員及護理臨床教師為研究對象，進行問卷調查。護理臨床教師問卷共發出367份，有效問卷323份，回收率91.3％；新進護理人員問卷共發出405份，有效問卷357份，回收率90.9％。。研究工具為新進護理人員「護理臨床教師教學效能問卷」及護理臨床教師「護理臨床教師自覺教學效能問卷」。問卷包含成熟的人格特質、足夠的專業能力、有效的教學策略、和諧的人際關係及客觀的教學評值等五大面向，以次數分佈、平均數、標準差及排序等進行描述性統計，以獨立t檢定、單因子變異數分析（ANOVA）及多元迴歸分析進行推論性統計。研究結果發現：一、新進護理人員評量護理臨床教師教學效能得分均屬於中上程度，由高而低排序為：「和諧的人際關係」、「足夠的專業能力」、「成熟的人格特質」、「客觀的教學評值」、「有效的教學策略」。二、護理臨床教師自覺教學效能得分均屬於中上程度，由高而低排序為：「和諧的人際關係」、「成熟的人格特質」、「足夠的專業能力」、「客觀的教學評值」、「有效的教學策略」。三、影響新進護理人員評量護理臨床教師教學效能之個人相關因素為年齡、教育程度及工作科別。四、影響護理臨床教師自覺教學效能之個人相關因素為年齡、婚姻狀況、教育程度、擔任職務、進階層級、工作科別、護理臨床工作年資、護理臨床教師教學年資及是否有擔任護理臨床教師的意願。五、新進護理人員評量護理臨床教師教學效能高於護理臨床教師自覺教學效能。六、護理臨床教師整體教學效能及「成熟的人格特質」、「足夠的專業能力」、「有效的教學策略」可以預測教學自我效能信念，達顯著正相關，其中以「足夠的專業能力」有較高的預測力。[[abstract]]The purposes of this study were to examine the degree of teaching effectiveness among clinical nursing preceptors and to explore what individual characteristics affect the teaching effectiveness of clinical nursing preceptors. This study also aimed to examine if there is a significant difference of teaching effectiveness between clinical nursing preceptors’ self-evaluation and new nurses’ evaluation on preceptors’. Finally to examine the relationship between self-rated teaching effectiveness and self-efficacy among clinical nursing preceptors. It is a cross-sectional study design with convenience sample. The participants were clinical nursing preceptors and new nurses from a university medical center and a regional hospital in Taipei, Taiwan. A total of 367 questionnaires were distributed to clinical nursing preceptors, of which 323 were completed and considered as valid questionnaires. The return rate for the completed questionnaires was 91.3%. A total of 405 questionnaires were distributed to new nurses, of which 357 were completed and considered as valid questionnaires. The return rate for the completed questionnaires was 90.9%. The teaching effectiveness was measured by the questionnaires of New Nurses Evaluation on Teaching Effectiveness and Clinical Nursing Preceptors’ Self-Evaluation on Teaching Effectiveness; which included five sub-scales: Maturity of Personal Characteristics, Proficiency of Professional Knowledge, Effectiveness of Teaching Strategies, Harmony of Interpersonal Relationships, and Objectivity of Teaching Evaluation. The following statistic analyses were used: descriptive Statistics, independent samples T Test, One–Way ANOVA, and multiple regression. The results of the research are as follows:1. In general, the teaching effectiveness of preceptors rated by new nurses was above average. The importance of each sub-scale from high to low: Harmonious Interpersonal Relationship, Proficiency of Professional Knowledge, Maturity of Personal Characteristics, Objectivity of Teaching Evaluation and Effective Teaching Strategies.2. In general, the teaching effectiveness of clinical nursing preceptors was rated above average. The importance of each sub-scale from high to low: Harmonious Interpersonal Relationship, Maturity of Personal Characteristics, Proficiency of Professional Knowledge, Objectivity of Teaching Evaluation and Effective Teaching Strategies.3. The individual characteristics of new nurses affecting teaching effectiveness included new nurses’ age, level of education and work department.4. The individual characteristics of clinical nursing preceptors affecting teaching effectiveness included age, marriage, level of education, job description, level of position, work department, seniority as a nurse, seniority as a preceptor, and desire to be a clinical nursing preceptor.5. New nurses’ evaluation on teaching effectiveness was greater than clinical nursing preceptors’ self-evaluation on teaching effectiveness.6. Overall teaching effectiveness, Maturity of Personal Characteristics, Proficiency of Professional Knowledge and Effective Teaching Strategies significantly and positively correlated with preceptors’ Teaching self-efficacy