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
| 論文名稱(中/英文) | 研究生 | 指導教授 |
| 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 Locus of Control and Self-Directed Learning Associated with Teaching Competencies of Clinical Preceptors |
陳雅琳 | 許麗齡博士 |
| [ 摘要 ] | ||
| 本研究旨在探討基本資料、內外控人格特質及自我導向學習對護理臨床教師自評教學能力的相關性。本研究為描述性及相關性研究設計，採橫斷式調查法，利用「護理臨床教師自評教學能力」、「內外控人格量表」及「自我導向學習量表」，調查北部一所醫學中心243位護理臨床教師，回收有效問卷242份，有效回收率99.6％。以SPSS18.0進行資料分析，採用次數分配、百分比、平均數、標準差、單因子變異數分析(one-way ANOVA)、相關(pearson correlation)及多元線性迴歸等方法來進行差異性統計分析。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。其中「提供安全實習環境」、「和病人建立良好的關係」及「病人能提供良好的照護」之項目得分最高；得分最低分的前三個項目依序為「以一個圖表來連結所有相關的臨床資料」、「教學過程具有幽默感」及「花足夠的時間在學生身上」。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 = 0.62)；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。根據本研究結果建議在護理臨床教師課程安排可增加有關「溝通技巧」及「教學策略」教育訓練，以提升護理臨床教師的教學能力。 | ||
| [ Abstract ] | ||
| This study aims to explore teaching competence of a group of clinical nurse preceptors and the relevance between that competence and factors including the group’s personal background, internal-external locus of control, and self-directed learning. Using descriptive and correlational research design, this study adopted a cross-sectional survey in which 243 clinical nurse preceptors working at a medical center in northern Taiwan were asked to complete questionnaires containing the self-rating Teaching Competence Scale, Internal-External Scale, and Self-Directed Learning Instrument. A total of 242 questionnaires were completed in full and returned, registering an effective response rate of 99.6%. Data analysis was conducted using SPSS 18.0 software. Inferential statistics were presented in terms of frequency distribution, percentage, mean values, standard deviation, one-way ANOVA, pearsoncorrelation, and multiple linear regression. In this study, the subjects registered a mean score of 4.03 on the Teaching Competence Scale (a five-point Likert scale), suggesting a higher-than-intermediate teaching competence. The highest-scoring items are “providing interns with a safe environment,” “building good relationships with patients,” and “providing quality nursing service to patients.” The lowest-scoring items are “connecting all relevant clinical data into a being picture,” “being a humorous preceptor,” and “spending sufficient time with students” . This study shows that the more competent clinical nurse preceptors are individuals who are of an older age, who are married, who are veteran nurses themselves, who are not handed the trainer role by the hospital at which they work, and who have developed a high internal locus of control. This study also identifies a positive correlation between self-directed learning and teaching competence among the subjects (r = 0.62). Independent variables including age, marital status, work experience as a clinical nurse preceptor, personal acceptance toward the role of clinical nurse preceptors, internal-external locus of control, and self-directed learning accounted for 33.6% of the subjects’ teaching competence. This study identifies the factors affecting teaching competence of clinical nurse preceptors. It is recommended that individuals possessing these qualities should be recruited as clinical nurse preceptors. Moreover, additional lessons in communication skills and teaching strategies could help clinical nurse preceptors strengthen their teaching competence. | ||