临床护理教师临床教育认知与教学效能相关性研究-尹花.docx

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1、 学校代码：丨 0丨别 分类屮 R47 座 学 硕 上 学 位 论 文 临床护理教师临床教育认知与教学效能 . 、， V 相关性研究 A C0KKI： !,AT10AL STLUY 01 CLINICAL KDLCATION AM) TtACHIV； l*； lFraV|： l； SS IN CUMCAI. MRSIM; TI-ACIICRS 尹花 护理学 延边大学 学校代码： 10184 分类号： R47 医学硕士学位论 文 临床护理教师临床教育认知与教学效能 相关性研究 A CORRELATIONAL STUDY OF CLINICAL EDUCATION AND TEACHING EFF

2、ECTIVENESS IN CLINICAL NURSING TEACHER， S 尹花 护理学 延边大学 分类号 . R 47 UDC |響 | .蜜 .缓 . 学号 2014010652 smx学硕士字位论又 临床护理教师临床教育认知与 教学效能相关性研宄 研究生姓名 . t杏 . 培养单位 延边大学 . 指 謝 师 銘 职称 .mi“ 学科专业 护理学 研究方向 护理 . 论文提交曰期 _ 201753 16曰 本论文已翻医糊士学位论文要求 答辩委员会主席 辅玉 (印） 答辩委员会委员 李明今 (印） 答辩委员会委员 陈嘉 -(印 ） _丨 延 边 大 学 2017年 5月 16日 学位

3、论文独创性声明 本人郑重声明：所呈交的学位论文系本人在导师指导下独立完成的研究成果。尽 我所知 除了文中特别加以标记和致谢的部分外，论文中不包含其他人已经发表或撰写过的研究成果 也不包含本人为获得任何教育机构的学位或学历而使用过的材料。与我一同工作的同事对本 研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。 本人如违反上述声明，愿意承担由此引发的一切责任和 后果。 研究生签名 ： y 其次为病房护理维度，得分为 5. 370. 66分 ;科室氛围维度得分为 5. 32 0. 70分 ;工作满意度维度得分为 5. 110. 68分；临床监督关系维度得分为 5. 070. 84分； 护生的

4、受益维度得分为 5. 040. 80分 ;专业发展和支持维度得分为 4. 970. 97分；角色和 职贵维度得分为 4.100. 88分。 (2) 不同婚姻状态、不同护龄、不同培训经历的临床护理教师临床教育认知存在差异 0.05)。 (3) 被调查临床护理教师的教学效能均分为 4. 040. 73分，处于中上程度。临床护理 教师教学效能五个维度得分中，专业胜任维度得分最高 4.100. 78分；其次是教学评价维 度得分为4. 080. 81分；教学行为维度得分为 4. 060. 74分；课程准备维度得分为 4. 05 0. 83分；学生背景因素维度得分最低为 3. 830. 90分。 不同年龄

5、、不同最后学历水平、不同婚姻状态、不同职务、不同教龄、不同培训经 历的临床护理教师的教学效能存在差异 （ p0. 05)。 (5) Pearson分析显示，临床护理教师临床教育认知及八个维度与教学效能及五个维度 呈显著正相关。 (6) 多元逐步回归分析，临床教学工作满意度、护士长的领导风格、角色和职责、专业 发展和支持及培训经历是临床护理教师教学效能的主要预测变项具有 43. 5%的变异量，其中 临床教学工作满意度具有 32. 7%的预测力。 结论 : (1) 被调查临床护理教师的教学效能处于中上程度； (2) 影响临床护理教师教学效能的因素有年龄、最后学历、婚姻情况、职务、培训经历 及教龄。

6、 (3) 临床护理教师的临床教育认知与教学效能存在正相关； (4) 临床教学工作满意度、护士长的领导风格、角色和职责、专业发展和支持及培训经 历是临床护理教师教学效能的主要预测变项其中临床教学工作满意度具有 32. 7%的预测力。 关键词：临床护理教师；临床教育认知；教学效能 Abstract Objective： The aim of this study is to submit the targeted recommendations and to provide a reference for improving teaching efficacy of the clinical nu

7、rsing teachers through the investigation of clinical nursing teachers clinical education awareness and teaching e fficacy status quo, the analysis of the correlation between education cognition and teaching efficacy of clinical nursing teachers and the discussion of the influencing factors of the cl

8、inical nursing teachers, teaching efficiency. Method： This study used the convenience sampling method and chose 341 clinical nursing teachers from four tertiary hospitals in Changchun, Jilin, Songyuan and Yanji of Jilin Province who met the inclusion criteria. A total of 400 questionnaires were dist

9、ributed and 388 were completed. 47 non-compliance questionnaires were excluded and 341 questionnaires were valid. Questionnaires were conducted on the subjects by using the social demographic characteristics questionnaire, the Chinese version of the clinical education survey scale and the clinical p

10、ractice instructors self一 efficacy scale. It used SPSS17.0 Chinese version of the statistical software to count and analyze the completed questionnaires. Analytical methods include descriptive statistical analysis, ttest, one-way ANOVA, Pearson correlation analysis, multiple stepwise regression anal

11、ysis and other statistical methods. Result： (1) In the eight dimensions of clinical nursing teacher clinical education survey, the leadership style of the nurse manager score up to 5.44+0.66, followed by the nursing care on the unit. The score was5.370. 66, the unit atmosphere dimension was 5. 320.

12、70， the job satisfaction rate was 5.110. 68, the clinical supervisory relationship was 5.07 + 0.84, the student benefit and learning dimension score was 5.040.80， and the professional development and support dimension score was 4. 970.97， roles and responsibilities dimension score of 4.100.88 points

13、. (2) There were differences in clinical education surveys among clinical nursing teachers with different marital status, different nursing length of time and different training experiences (/?0.05) “ in (3) The teaching efficacy of the clinical nursing teachers surveyed scored average as 4. 040. 73

14、, which was in the upperniddle level. The five dimensional points scored in the teaching efficacy consists of maximum professional capacity 4.10土 0.78 points, followed by the teaching appraisal 4. 080.81 points, teaching behavioral was 4.06+0. 74 points, course preparation was4. 05 0. 83points, mini

15、mum student background factor was 3.83+0.90 points. (4) There were differences in the teaching efficacy of clinical nursing teachers with different age, different final educational level, different marital status, different duties, different teaching length of time and different training experiences

16、 (/?0.05) * (5) Pearson analysis showed that clinical nursing teacher clinical education survey and eight dimensions were significantly positively correlated with teaching efficacy and five dimensions. (6) multiple stepwise regression analysis showed that clinical teaching work satisfaction, leaders

17、hip style of nurse manager, role and responsibility, professional development and support and age are the essential predictor variable of teaching efficacy accounting for 43. 5% amount of variability, and in which clinical teaching satisfaction accounts for 32.7% predictive power. Conclusion： (1) Th

18、e survey showed that the teaching efficacy of clinical nursing teachers is at the upper-middle level. (2) The factors influencing the teaching efficacy of clinical nursing teachers are age, final education, marriage, job, training experience and teaching time. (3) Clinical nursing teachers conceptio

19、n of clinical education is positively correlated with teaching efficacy; (4) clinical teaching work satisfaction, leadership style of nurse manager, role and responsibility, professional development and support and age are the essential predictor variable of teaching efficacy , and in which clinical

20、 teaching satisfaction accounts for 32. 7% predictive power. Key words ： Clinical nursing teachers； Clinical education； Teaching efficacy 摘要 . I Abstract . Ill 第一章绪论 1.1研宄背景 . （ 1) 1.2研究目的 . （ 2) 1.3研究意义 . （ 2) 1.4相关概念 . . . （ 3) 1.5文献回顾 . （ 3) 第二章研究方法与设计 2.1研宄设计 . . . （ 11) 2. 2研宄对象 . （ 11) 2. 3抽样方

21、法 . （ 11) 2. 4研宄工具 . （ 11) 2. 5资料收集 . （ 13) 2. 6统计分析 . （ 13) 2. 7质量控制 . （ 14) 2. 8伦理的思考问题 . （ 14) 2. 9技术路线 . （ 16) 第三章研究结果 3.1研宄对象社会人口学特征 . . （ 17) 3. 2研宄对象的临床教育认知 . （ 18) 3. 3研宄对象的教学效能 . （ 21) 3. 4研究对象临床教育认知与教学效能的相关性分析 . （ 25) 3. 5研究对象教学效能的回归分析 . （ 25) 第四章讨论 4.1临床护理教师群体特征分布 . （ 27) 4. 2临床护理教师临床教育认知 . （ 27) 4. 3临床护理教师教学效能 . （ 29) 4. 4临床护理教师临床教育认知与教学效能的关系 . （ 31) 4. 5临床护理教师教学效能的主要影响因素 . （ 31)