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Personal teaching theory of nursing instructor in clinical nursing

临床护理中护理导师的个人教学理论

基本信息

批准号：
01571277
负责人：
OGASAWARA Chie
金额：
$ 1.22万
依托单位：
Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1991
项目状态：
已结题

项目摘要

The purpose of this study is to clarify the structure of the personal teaching theory of clinical nursing education (PTTCNE). The PTTCNE is supposed to be a personally experienced knowledge system concerning teaching behavior of clinical nursing instructor. Kajita, M. (1986) made the assumption that the PTT is affected by teaching motivation, Personality, readiness for teaching, and repertoire of teaching. The specific aims are to find out the factors of PTTCNE, to compare these factors under three problemsolving situations at clinics and to examine the correlation between the PTTCNE and professional and personal background which caused some differences.The subjects for this study were 433 clinical nursing instructors at 84 hospitals in Aichi Prefecture. This study has been divided into 3 phases. In the first phase, we development an inventory of the PTTCNE after a pilot study. They were asked to respond to a questionnaire with 39 items expressing teaching behavior to nursing students … More at a clinic. In the second phase, we tested reliability and validity of the inventory of PTTCNE. In the third phase, we compared and analyzed the five factors of the PTTCNE under three different problem-solving situations which are helping for ADL of clients, counseling for his anxiety, and giving nursing technique. We also examined the correlation between the factors of the PTTCNE and duration of teaching and nursing experience and types of personality by using Yatabe-Gilford personality test.The results of this study indicated the following findings. (1) By factor analysis of their responses, we found five factors of the PTTCNE. (2) The reliability of the five scales of the PTTCNE was statistically confirmed. The validity was checked by analysis the correlation between the inventory of PTTCNE was statistically confirmed. The validity was checked by analysing the correlation between the inventory of PTTCNE and an inventory of teaching behavior on the nursing process. (3) As the factor analysis, five factors were derived. The structure of PTTCNE was composed of the above five factors named as follows ; easing tension, practical help, technical training, facilitation of professional awareness and promotion of self improvement. (4) There were some specific findings of the structure of PTTCNE under the different problem-solving situation. There were also some differences due to occupational position and marriage status. Less

本研究旨在厘清临床护理教育个人化教学理论的结构。PTTCNE是临床护理指导员教学行为的亲身体验知识体系。Kajita， M.（1986）假设PTT受教学动机、人格、教学准备和教学曲目的影响。具体目的是找出影响PTTCNE的因素，在三种临床解决问题的情况下比较这些因素，并检查PTTCNE与专业和个人背景之间的相关性，这些背景导致了一些差异。本研究以爱知县84家医院的433名临床护理指导员为研究对象。本研究分为三个阶段。在第一阶段，我们在试点研究后开发了PTTCNE的清单。他们被要求回答一份包含39个项目的调查问卷，以表达对护理学生的教学行为。在第二阶段，我们检验了PTTCNE量表的信度和效度。在第三阶段，我们比较分析了PTTCNE在三种不同问题解决情境下对来访者ADL的帮助、焦虑辅导和护理技巧的五个因素。我们还采用Yatabe-Gilford人格测验检验了PTTCNE各因素与教学、护理经验和人格类型的相关性。本研究的结果显示了以下发现。(1)通过因子分析，我们发现了影响PTTCNE的5个因素。(2) PTTCNE五个量表的信度得到了统计证实。通过分析检验效度，PTTCNE量表的相关性得到统计学证实。通过分析PTTCNE量表与护理过程教学行为量表的相关性来检验量表的效度。(3)作为因子分析，导出了5个因子。PTTCNE的结构由以上五个因素组成，具体如下：缓解紧张，实际帮助，技术培训，促进职业意识，促进自我提升。(4)在不同的问题解决情境下，PTTCNE的结构有一些特定的发现。由于职业地位和婚姻状况的不同，也存在一定的差异。少