Effects of clinical practice environments on clinical teacher and nursing student outcomes.
Effects of clinical practice environments on clinical teacher and nursing student outcomes.
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临床实践环境对临床教师和护生成果的影响。
DOI：
10.3928/01484834-20120323-06
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
W. Weston
中科院分区：
文献类型：
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作者：
Y. Babenko;C. Iwasiw;M. Andrusyszyn;H. Laschinger;W. Weston
本研究的目的是采用横断面调查设计，以整合的理论视角，考察临床教师(n=)和护生(n=352)的授权、教师和学生对教师使用授权教学行为的认知、学生对护士执业行为的认知、以及学生对急救环境下实践的信心。在这项研究中，教师和学生都得到了适度的授权。教师报告使用了较高水平的授权性教学行为，这与学生对教师使用授权性教学行为的看法一致。教师授权预测了21%的教师使用授权教学行为。学生报告护士使用高水平的专业实践行为。学生对专业护理实习充满信心。这一发现对与赋权的教学环境和自我效能感相关的实践环境具有启示意义。
The purpose of this study was to use a cross-sectional survey design, with an integrated theoretical perspective, to examine clinical teachers' (n = 64) and nursing students' (n = 352) empowerment, teachers' and students' perceptions of teachers' use of empowering teaching behaviors, students' perceptions of nurses' practice behaviors, and students' confidence for practice in acute care settings. In this study, teachers and students were moderately empowered. Teachers reported using a high level of empowering teaching behaviors, which corresponded with students' perceptions of teachers' use of such behaviors. Teachers' empowerment predicted 21% of their use of empowering teaching behaviors. Students reported nurses as using a high level of professional practice behaviors. Students felt confident for professional nursing practice. The findings have implications for practice contexts related to empowering teaching-learning environments and self-efficacy.