Poster Presentation
Monday, November 5, 2007
10:30 AM - 11:45 AM
Monday, November 5, 2007
1:30 PM - 2:45 PM
Quality of Clinical Teaching Behaviors of Nursing Faculty in BSN and ADN Programs in Japan: A Secondary Analysis
Toshiko Nakayama, RN, DNSc1, Tomomi Kameoka, RN, DNSc2, Naomi Funashima, RN, DNSc3, Kumiko Hongo, RN, MNs4, Hiroe Miura, RN, DNSc5, Nobuko Yamashita, DNSc5, and Midori Sugimori, RN, BLL6. (1) National College of Nursing Japan, Kiyose, Tokyo, Japan, (2) Nursing Education, National College of Nursing Japan, Kiyose, Tokyo, Japan, (3) School of Nursing, Chiba University, Chiba, Chiba, Japan, (4) school of Nursing, Saniku Gakuin College, Tokyo, Japan, (5) School of Nursing, Gunma Prefectural College of Health Science, Maebashi, Japan, (6) Gunma Prefectural College of Health Science, Gunma Prefectural College of Health Science, Maebashi, Gunma, Japan
| Learning Objective #1: describe the quality of clinical teaching behaviors of nursing faculty in BSN and ADN programs in Japan. |
| Learning Objective #2: discuss the factors related to the quality of clinical teaching behaviors of nursing faculty. |
This study was a secondary analysis of data from a study on quality of clinical teaching behaviors of nursing faculty in Japan. The participants in the original study were nursing faculty working at BSN, ADN, and diploma programs. To explore the quality of clinical teaching behaviors and related factors of nursing faculty, the data from BSN and ADN faculty in the original study were used. The conceptual framework included 29 attributes of nursing faculty as the independent variables, and the quality of clinical teaching behaviors as the dependent variables. The quality of clinical teaching behaviors of nursing faculty was measured by the Scale of Clinical Teaching Behaviors(SCTB), and 29 attributes of them were measured by Faculty’s Attributes Questionnaire(FAQ). The SCTB has 36 items, 5-point Likert-type scale, organized into 9 subscales, and has well-established reliability and validity(Nakayama et al., 2004). The FAQ has 29 multiple choice items, and the content validity was validated by a pilot study and a panel of experts. The participants received the two instruments by mail and completed them. One hundred thirty-one valid data were collected, and they were analyzed statistically. The mean score of SCTB was 139.2(SD=20.7). The subscale with the highest mean score was “Accept students’ emotion”(mean=17.0, SD=2.5). The subscale with the lowest mean score was “Self-evaluate teaching behaviors based on students’ performance”(mean=14.2, SD=3.0). Furthermore, the result showed that 3 of the 29 attributes significantly related to the quality of clinical teaching behaviors(p<.05). A stepwise multiple regression analysis was conducted in order to identify the important factors of quality of clinical teaching behaviors, and the result indicated that “clinical competence”(Beta=.296,p<.01) had the strongest relationship with the quality of clinical teaching behaviors(adjusted R2=.119,F=5.987,p<.001). These results suggested that clinical competence is the most important factor in improving the quality of clinical teaching behaviors of nursing faculty.