護理臨床教師教學能力評量表之建立與測試

Development and Testing of a Tool for Assessing the Teaching Capability of Nursing Clinical Preceptors

10.6142/VGHN.202009_37(3).0001

王靜慧(Ching-Hui Wang)；童惠芳(Hui-Fang Tung)；陳淑芬(Shu-Fen Chen)；黃慧雯(Hui-Wen Huang)；陳美蓉(Mei-Jung Chen)；黃于芳(Yu-Fang Hwang)；明金蓮(Jin-Lain Ming)

護理 ； 臨床教師 ； 教學能力 ； nursing ； clinical preceptor ； teaching capability

榮總護理

37卷3期（2020 / 09 / 01）

220 - 231

繁體中文

護理臨床教師在護理人員的養成過程扮演著極為重要的角色，新進護理師可由臨床教師身上學習到專業知能與形象典範，現今臨床教師皆為資深護理師擔任，未有制度化的教學訓練，故教學能力差異很大，因此亟需一套教學能力評量工具，不僅能量化臨床教師的教學能力，也可指引其自我精進的方向。本研究以英國醫學教育協會（Academy of Medical Educators, AoME）所提出的醫療相關專業臨床教師教學能力訓練的架構為基礎，建構一份｢護理臨床教師教學能力評量表｣，以臺灣北部某醫學中心205位護理臨床教師及205位NPGY為對象，共410人。並以臨床教學效能量表（clinical teaching effectiveness instrument, TE）及臨床教學行為量表（clinical teaching behavior inventory, CTBI-23）為效標工具，測試｢護理臨床教師教學能力評量表｣的信效度。結果顯示｢護理臨床教師教學能力評量表｣專家內容效度CVI 為 .99，以CTBI-23、TE兩量表為效標，效標效度分別達r= .51、.56（p＜ .01）。｢護理臨床教師教學能力評量表｣整體Cronbach coefficient alpha達.98- .99，三大要素分別是｢教學規劃與設計能力｣.96- .97、｢促進學習能力｣.97- .98及｢學習評價能力｣.97- .98；以CTBI-23、TE為複本，測得複本信度為r= .51、.56（p＜ .01），顯示｢護理臨床教師教學能力評量表｣具有良好的信效度，期許本工具對護理臨床教師教學能力的評量與培育有所助益。

Nursing clinical preceptors play a crucial role in the Nurse Post Graduate Year (NPGY). They not only teach NPGY nursing knowledge and skills but are also role models. Presently, the preceptor is usually a senior nurse who has patient in clinical teaching. Their teaching capability differs from that of others. Therefore, a tool must be developed for assessing preceptors' teaching capability and guiding how to learning can be promoted in the future. The purpose of this study was to construct and test a tool for assessing the clinical teaching capability of nursing preceptors. We included 205 pairs of preceptors and their NPGY students (thus, N=410) in this study. The participants were asked to complete a demographic information questionnaire, the Teaching Capability Assessment Tool, the Clinical Teaching Behavior Inventory (CTBI-23) Scale, and the Clinical Teaching Effectiveness Instrument (TE) Scale. The content validity index of the Teaching Capability Assessment Tool was .99. The criterion validity of the tool compared with the CTBI-23 and TE scales was r= .51 and .56, respectively (p＜ .01). The Cronbach's alpha for the total scale was .98 to .99; that for the 3 subscales-teaching design and planning, learning promotion, and learning evaluation-was .96 to .97, .97 to .98, and .97 to .98, respectively. The parallel-forms reliability (r) of the Teaching Capability Assessment Tool compared with the CTBI-23 and TE scales was .51 and .56, respectively (p＜ .01), respectively. The validity and reliability of the Teaching Capability Assessment Tool were excellent, which suggests that the tool enhances the teaching capability and skills of clinical preceptors and thus improves teaching effectiveness.

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