Clinical Nurse Preceptor Teaching Competencies: Relationship to Locus of Control and Self-Directed Learning

護理臨床教師內外控人格、自我導向學習及自評教學能力之相關性研究

10.1097/JNR.0b013e318254ea72

陳雅琳(Ya-Lin Chen)；許麗齡(Li-Ling Hsu)；謝素英(Suh-Ing Hsieh)

護理臨床教師 ； 內外控人格 ； 自我導向學習 ； 教學能力 ； clinical nurse preceptor ； locus of control ； self-directed learning ； teaching competence

The Journal of Nursing Research

20卷2期（2012 / 06 / 01）

142 - 151

英文

背景 一位有效護理臨床教師可提供學習者豐富之學習經驗，護理臨床教師常提供床邊指導及臨床教學，唯較欠缺有效教師應有之教學能力。此外，亦缺乏與教學能力相關因素之研究。目的 本研究之目的在探討：（1）基本資料屬性不同對護理臨床教師自評教學能力之差異；（2）內外控人格特質對護理臨床教師自評教學能力之影響；（3）自我導向學習與護理臨床教師自評教學能力之相關性；（4）探討護理臨床教師自評教學能力之預測因子。方法 本研究為描述性及相關性之設計，採橫斷性調查法，調查北部一所醫學中心243位護理臨床教師，回收242份有效問卷，回收率99.6%。以SPSS 18.0進行資料分析，採用描述性統計（descriptive statistics）、單因子變異數分析（one-way ANOVA）、曼惠二氏U檢定法（Mann-Whitney test）、及多元線性迴歸（multivariate linear regression）等方法來進行統計分析。結果 本研究發現，護理臨床教師自評教學能力平均得分為4.03分（最高為5分），能力已達中等程度以上。年齡愈大、已婚、護理工作年資愈資深、非單位主管指派及內控人格特質的護理臨床教師，教學能力較高；自我導向學習則與護理臨床教師教學能力呈中度正相關（r = .62）；自變項之年齡、婚姻、擔任護理臨床教師工作年資、擔任護理臨床教師意願、內外控人格特質、及自我導向學習，可共同解釋33.6%護理臨床教師之臨床教學能力。結論／實務應用 此結果可提供醫院管理者，了解影響護理臨床教師教學能力之相關因素與特質，期望護理臨床教師展現有效教學能力，將可協助護理人員及學生達成學習成效。

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