MF研究者総覧

教員活動データベース

Factors Associated with Clinical Teaching Behaviors of Novice Nurse Educators of Diploma Nursing Schools in Western Japan

発表形態:
原著論文
主要業績:
その他
単著・共著:
共著
発表年月:
2021年
DOI:
10.32273/jni.2
会議属性:
指定なし
査読:
有り
リンク情報:

日本語フィールド

著者:
*Nakamura K, Takamori A, Furushima C, Nagaie T
題名:
Factors Associated with Clinical Teaching Behaviors of Novice Nurse Educators of Diploma Nursing Schools in Western Japan
発表情報:
The Journal of Nursing Investigation 巻: 19 号: 1 ページ: 8-18
キーワード:
School Nursing, Surveys and Questionnaires, Nursing Education Research, Diploma Programs, Nursing Faculty Practice
概要:
Aims : Challenges of novice nursing educators are initiated when they begin to engage in clinical teaching, often due to lack of support from experienced colleagues. This study was aimed to identify the factors associated with clinical teaching behaviors of novice nurse educators of Diploma Nursing schools in western Japan. Method : Of231Diploma Nursing schools in Western Japan,92institutions (39.83%) agreed to participate. The study participants were 144 novice nursing educators with less than five years of teaching experience. Anonymized self-administered questionnaires including the Scale of Other Educators’ Support (SOES) and organizational education, associated with the Scale of Clinical Teaching Behaviors (SCTB) were mailed to participants. The SOES factors of work and reflection supports, organizational education factors of information-sharing opportunity and mini-workshops were used to determine association with SCTB. The multiple regression analysis with stepwise method was used for SCTB. Results : Conducting to multivariate analysis, age (p =0.01), information-sharing among nursing educators (p=0.04), participation in mini-workshops on clinical practice (p=0.04), and work support (p=0.03) were significantly associated with the improvement of SCTB. Then, reflection support was significantly associated with the deterioration of SCTB (p=0.02). Discussion : The work support meaning direct advice and guidance from other nursing educators can enhance the effectiveness for SCTB. The reflection support encouraged the novice nurses to reflect on their teaching behaviors, but only made them aware of problems to be solved, which lowered the SCTB. The information-sharing opportunity and mini-workshops might be effective opportunities to learn about teaching behaviors to increase the SCTB. Conclusion : The SOES and organizational education factors enhance teaching behaviors measured by SCTB among novice nursing educators. Therefore, in developing novice nursing educators, it is necessary to create opportunities indicating these factors for novice nursing educators to learn about practical training and to collaborate with other nursing educators.
抄録:

英語フィールド

Author:
*Nakamura K, Takamori A, Furushima C, Nagaie T
Title:
Factors Associated with Clinical Teaching Behaviors of Novice Nurse Educators of Diploma Nursing Schools in Western Japan
Announcement information:
The Journal of Nursing Investigation Vol: 19 Issue: 1 Page: 8-18
Keyword:
School Nursing, Surveys and Questionnaires, Nursing Education Research, Diploma Programs, Nursing Faculty Practice
An abstract:
Aims : Challenges of novice nursing educators are initiated when they begin to engage in clinical teaching, often due to lack of support from experienced colleagues. This study was aimed to identify the factors associated with clinical teaching behaviors of novice nurse educators of Diploma Nursing schools in western Japan. Method : Of231Diploma Nursing schools in Western Japan,92institutions (39.83%) agreed to participate. The study participants were 144 novice nursing educators with less than five years of teaching experience. Anonymized self-administered questionnaires including the Scale of Other Educators’ Support (SOES) and organizational education, associated with the Scale of Clinical Teaching Behaviors (SCTB) were mailed to participants. The SOES factors of work and reflection supports, organizational education factors of information-sharing opportunity and mini-workshops were used to determine association with SCTB. The multiple regression analysis with stepwise method was used for SCTB. Results : Conducting to multivariate analysis, age (p =0.01), information-sharing among nursing educators (p=0.04), participation in mini-workshops on clinical practice (p=0.04), and work support (p=0.03) were significantly associated with the improvement of SCTB. Then, reflection support was significantly associated with the deterioration of SCTB (p=0.02). Discussion : The work support meaning direct advice and guidance from other nursing educators can enhance the effectiveness for SCTB. The reflection support encouraged the novice nurses to reflect on their teaching behaviors, but only made them aware of problems to be solved, which lowered the SCTB. The information-sharing opportunity and mini-workshops might be effective opportunities to learn about teaching behaviors to increase the SCTB. Conclusion : The SOES and organizational education factors enhance teaching behaviors measured by SCTB among novice nursing educators. Therefore, in developing novice nursing educators, it is necessary to create opportunities indicating these factors for novice nursing educators to learn about practical training and to collaborate with other nursing educators.


Copyright © MEDIA FUSION Co.,Ltd. All rights reserved.