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首页> 美国卫生研究院文献>Journal of Caring Sciences >Nursing Students Perception of Instructors Caring Behaviors inTabriz University of Medical Sciences
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Nursing Students Perception of Instructors Caring Behaviors inTabriz University of Medical Sciences

机译：护理学生对教师指导行为的感知大不里士医科大学

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>Introduction: Caring behaviors of clinical teachers is one of the most important and influential factors in the process of clinical instruction, so far has not been paid enough attention. In other words, there has been so little research done in this area, so that the researchers couldn't present the clear image of caring dimensions. Therefore, the present study was conducted to determine nursing students' perception of instructors' caring behavior. >Methods: This descriptive study was performed on 240 nursing students in Tabriz University of Medical Sciences, Iran. The participants were selected through stratified random sampling method. The data were collected using Wade's inventory for nursing students' perception of instructor caring (NSPIC). Data were analyzed using descriptive statistics in SPSS13 software. >Results: The level of nursing instructors' caring behavior during teaching students was medium to high with the mean and standard deviation of 4.65 (0.93), as the highest level belonged to the respectful sharing, and then respectively, instill confidence through caring, appreciation of life meanings, supportive learning climate, and control versus flexibility.>Conclusion: The results obtained in this study demonstrate that there is a gap in some dimension in order to achieve optimum aboutinstructors' caring behaviors. Examining and identifying the influential factors in thisregard, and applying effective strategies by relevant authorities will be effective inqualitative promotion of clinical teaching.
机译：>简介：临床教师的关怀行为是临床教学过程中最重要，最重要的影响因素之一，至今尚未引起足够的重视。换句话说，在这方面的研究很少，以至于研究人员无法呈现清晰的关怀尺寸图像。因此，本研究旨在确定护理学生对教师关怀行为的认知。 >方法：该描述性研究是对伊朗大不里士医学大学的240名护理专业学生进行的。通过分层随机抽样方法选择参与者。使用Wade的清单收集数据，以护理学生对讲师关怀（NSPIC）的感知。使用SPSS13软件中的描述性统计数据分析数据。 >结果：在教学生期间，护理教师的护理行为水平为中至高，平均偏差和标准偏差为4.65（0.93），因为最高水平属于尊敬的分享，然后分别是通过关怀，对生活意义的欣赏，支持性的学习氛围以及控制与柔韧性来注入信心。>结论：本研究获得的结果表明，在某些维度上存在差距以实现最佳教师的关怀行为。检查并确定影响因素方面的考虑，并在有关当局采取有效策略的情况下定性促进临床教学。

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