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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Analyzing the teaching effectiveness of clinical nursing faculty of full- and part-time generic BSN, LPN-BSN, and RN-BSN nursing students.
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Analyzing the teaching effectiveness of clinical nursing faculty of full- and part-time generic BSN, LPN-BSN, and RN-BSN nursing students.

机译：分析全新兼职BSN，LPN-BSN和RN-BSN护理学生临床护理能力的教学效果。

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摘要

Effective clinical teaching has been a focus for scrutiny across the health-care disciplines. Nursing researchers have investigated students' and faculty members' views of effective clinical teaching. Various students (diploma, ADN, BSN) and their respective faculty have been studied, and some investigators have researched opinions of part-time students. No study was available that analyzed effective clinical teaching from the perspectives of students representing various formats of nursing education (basic BSN, RN-BSN, LPN-BSN students) and whether they were full or part time. The purpose of the study was to examine full- and part-time basic BSN, LPN-BSN, and RN-BSN students' ratings of effective clinical teaching behaviors. A stratified sample (n = 198) of baccalaureate nursing students (basic, LPN-BSN, RN-BSN) who represented both full- and part-time attendees was obtained. Students were informed about the study's purpose and asked to complete a demographic questionnaire and two instruments, by Knoxand Mogan [Knox, J. E., & Mogan, J. (1985). Important clinical teaching behaviors as perceived by university nursing faculty, students, and graduates. The Journal of Nursing Education , 10, 295-301] and Zimmerman and Westfall [Zimmerman, L., & Westfall, J. (1988). The development and validation of a scale measuring effective clinical teaching behaviors. The Journal of Nursing Education , 27, 274-277], measuring perceptions of effective clinical teaching. Responses to open-ended questions were recorded on one instrument. Data were analyzed using summary and inferential statistics utilizing SPSS version 12.0. Responses to open-ended questions were thematically analyzed. Findings from the study demonstrated that part-time students rated their clinical instructors statistically significantly higher in effective clinical teaching and associated subscales. Type of student (basic BSN, LPN-BSN, RN-BSN) did not affect students' ratings. Type of program format and type of student did not interact to affect ratings at astatistically significant level. Implications for nursing education, administration, and future research are delineated.
机译：有效的临床教学一直是对卫生保健学科进行审查的关注。护理研究人员调查了学生的有效临床教学的观点。已经研究了各种学生（文凭，ADN，BSN）及其各自的教师，一些调查人员研究了兼职学生的意见。没有学习，分析了代表各种护理教育（基本BSN，RN-BSN，LPN-BSN学生）的学生角度的有效临床教学，以及它们是否全部或兼职。该研究的目的是审查有效临床教学行为的全力和兼职基本BSN，LPN-BSN和RN-BSN学生的评级。获得了一个分层的样本（N = 198）的Baccalaureate护理学生（基本，LPN-BSN，RN-BSN）获得了全职和兼职与会者的职位。学生获悉该研究的目的，并要求克隆和莫纳克诺克兰·莫坦填写人口调查问卷和两种仪器[诺克斯，J。，＆Mogan，J。（1985）。大学护理教师，学生和毕业生所察觉的重要临床教学行为。中国护理教育学报，10,295-301]和Zimmerman和Westfall [Zimmerman，L.，＆Westfall，J.（1988）。规模测量有效临床教学行为的发展与验证。护理教育杂志，27,274-277，衡量有效临床教学的看法。对一个仪器记录了对开放式问题的答复。使用SPSS版本12.0的摘要和推动统计分析数据。对开放式问题的答复进行了专题分析。研究结果表明，兼职学生在有效的临床教学和相关分量的临床教学中统计上显着更高。学生类型（基本BSN，LPN-BSN，RN-BSN）并没有影响学生的评级。程序格式的类型和学生类型并未相互作用以影响令人惊讶地显着的评级。对护理教育，行政和未来研究的影响是划定的。

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