Constructing an Evaluation Model for Core Competence of Clinical Nursing Teachers_Chinese Journal of Evidence-Based Medicine

Authors：

HOU Xiaojing ¹ , ZHU Dan ² , JIANG Xiaolian ²

1. School of Nursing, Shanghai Jiao Tong University, Shanghai 200025, China2. Department of Nursing, West China Medical School, Sichuan university, Chengdu 610041, China;

Corresponding author：

Keywords：

Clinical nursing teachers; Core competence; Evaluation model

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Objective 　To construct a framework and relevant evaluation items for evaluating the core competence of clinical nursing teachers.
Methods 　We explored the whole frame of competence structure and established behavior items for evaluating competences with corresponding level-marking standards through theory analysis, literature study, expert consultation and a small sample test. We also investigated 237 nursing managers, teachers, and students from six medical schools in China using a 5-point Likert-type scale. Item analysis and factor analysis were performed to reveal competence construction and connotation, and the evaluation model for core competence of clinical nursing teachers were constructed.
Results 　Content, structure and internal consistency coefficient were checked for validity. Cronbach＇s alpha of the total system was 0. 9109 and of each domain ranged from 0. 6064 to 0. 8474. Results of Split-half Reliability demonstrated that of total system was 0. 8765 and of each domain ranged from 0. 634 2 to 0. 8369.
Conclusions 　The evaluation model for core competence of clinical nursing teachers is composed of three parts： competence domains, behavior items and their corresponding grade standards. Core competence of clinical nursing teachers consist of four domains：leadership ability, problem-solving ability, teaching ability and nursing ability, each of which contains several behavior items and corresponding four grades standards reflecting different abilities.

Citation： HOU Xiaojing,ZHU Dan,JIANG Xiaolian. Constructing an Evaluation Model for Core Competence of Clinical Nursing Teachers. Chinese Journal of Evidence-Based Medicine, 2005, 05(11): 822-828. doi: Copy

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3.	王颖. 临床护理教师应对WTO能力的培养[J]. 现代护理, 2003; 9(10): 797～780.
4.	朱大乔, 刘燕燕, 周秀华. 浅析21世纪高校护理教师素质结构及其培养[J]. 中国实用护理杂志, 2003; 19(11B): 72～74.
5.	张银铃, 黄埔恩, 雷鹤, 张茹英, 曹宝花, 李武平, 邓大军, 胡华. 论新时期护理教师能力的培养[J]. 解放军护理杂志, 2002; 19(5): 67～68.
6.	罗泽玲, 杜春萍, 周珏. 护理临床教学中教师角色模式的探讨[J]. 护士进修杂志, 2004; 19(1): 40～41.
7.	张秀云, 余新超, 张淑萍. 谈青年教师适应21世纪护理教育的几点做法[J]. 现代护理, 2004; 10(1): 1～2.
8.	邢爱红, 孙岚岚, 王燕. 提高临床护理教师素质的思考[J]. 山东医药, 2003; 48(3): 62～63.
9.	宫玉花, 王艳, 陆虹. 对临床教师有效教学行为的调查[J]. 中华护理杂志, 2003; 38(1): 10～13.
10.	宋春燕, 沈宁. 临床护理教师评价量表的研制[J]. 中华护理杂志, 2004; 39(12): 888～890.
11.	吴明隆. SPSS统计应用实务-问卷分析与应用统计[J]. 北京: 科学出版社; 2003. 76.
12.	张学民, 申继亮. 国外教师职业发展及其促进的理论与实践[J]. 比较教育研究, 2003; 25(4): 31～36.
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17.	Snell L, Tallett S, Haist S. A review of the evaluation of clinical teaching: new perspectives and challenges[J]. Medical Education, 2000; 34(10): 862-870.
18.	He Z, Xu Y, Chen JL. Establishment of effective evaluation system for nursing mentors[J]. Chinese Journal of Nursing, 2003; 38(11): 871-873.
19.	Wang Y. Ability training for clinical nursing teachers facing WTO challenge[J]. Modern Nursing, 2003; 9(10): 797-780.
20.	Zhu DQ, Liu YY, Zhou XH. Preliminary analysis of culture construction and training of university nursing teachers in the 21st century[J]. Journal of Practical Nursing, 2003; 19(11B): 72-74.
21.	Zhang YL, Huang PE, Lei H, Zhang RY, Cao BH, Li WP, Deng DJ, Hu H. Competence training for clinical nursing teachers in new period[J]. Nursing Journal of Chinese Peoples Liberation Army, 2002; 19(5): 67-68.
22.	Luo ZL, Du CP, Zhou Y. Exploration of teachers role playing model during Nursing clinical teaching[J]. Journal of Nurses Training, 2004; 19(1): 40-41.
23.	Zhang XY, Yu XC, Zhang SP. Several suggestions for young teachers on adapting nursing education in the 21st century[J]. Modern Nursing, 2004; 10(1): 1-2.
24.	Xing AH, Sun LL, Wang Y. Thoughts on improving the culture of clinical nursing teachers[J]. Shandong Medical Journal, 2003; 48(3): 62-63.
25.	Lai HM. Teaching Capability of Instructor of Nursing in Modern Scientific Education[J]. Journal of Chongqing University (Social Sciences Edition), 2002; 18(6): 153-154.赖红梅. 现代科学教育中护理教师的能力要求[J]. 重庆大学学报 (社会科学版), 2002; 18(6): 153～154.
26.	Owen S. Identifying a role for the nurse teacher in the clinical area[J]. Journal of Advanced Nursing, 1993; 18(5): 816-825.
27.	Lee WS, Cholowski K, Williams AK. Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing[J]. Journal of Advanced Nursing, 2002; 39(5): 412-420.
28.	Mogan J, Warbinek E. Teaching behaviors of clinical instructors: an audit instructors[J]. Journal of Advanced Nursing, 1994; 20(1): 160-166.
29.	Nehring V. Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of ’best’ and ’worst’ clinical teacher as perceived by nursing faculty and students[J]. Journal of Advanced Nursing, 1990; 15(8): 934-940.
30.	Purcell N, Lloyd-Jones G. Standards for medical educators[J]. Medical Education, 2003; 37(2): 149-154.
31.	Elnicki DM, Kolarik R, Bardella I. Third-year medical students’ perceptions of effective teaching behaviors in a Multidisciplinary Ambulatory Clerkship[J]. Academic Medicine, 2003; 78(8): 815-819.
32.	Gong YH, Wang Y, Lu H. Investigating the effective teaching behaviors[J]. Chinese Journal of Nursing, 2003; 38(1): 10-13.
33.	Song CY, Shen N. A scale for appraisal clinical nursing instructors[J]. Chinese Journal of Nursing, 2004; 39(12): 888-890.
34.	Wu MN. SPSS statistic application-questionnaire analysis and applied statistics[J]. Beijing: Science Publishing Company; 2003. 76.
35.	Anderson MB, Larson GA, Luebe JJ. Student and supervisor perceptions of the quality of supervision in athletic training education[J]. Journal of Athletic Ttraining, 1997; 32(4): 328-332.
36.	Choudhry UK. New nurse faculty: core competencies for role development[J]. Journal of Nursing Education, 1992; 31(6): 256-272.
37.	Johnson-crowley N. An alternative framework for teacher preparation in nursing[J]. The Journal of Continuing Education in Nursing, 2004; 35(1): 34-43.
38.	Guion RM. Personnel evaluation[M]. Johns Hopkins University Press; 1986. Xv:544.
39.	Viverais-Dresler G, Kutschke M. RN students’ rating and opinions related to the importance of certain clinical teacher behaviors[J]. The Journal of Continuing Education in Nursing, 2001; 32(6): 274-282.
40.	Knox JE, Morgan J. Characteristics of ’best’ and ’worst’ clinical teachers as perceived by university nursing faculty and students[J]. Journal of Advanced Nursing, 1987; 12(3): 331-337.
41.	Knox JE, Morgan J. Important clinical teacher behaviors as perceived by university nursing faculty, students and graduates[J]. Journal of Advanced Nursing, 1985; 10(1): 25-30.
42.	Espeland V, Indrehus O. Evaluation of student’s satisfaction with nursing education in noway[J]. Journal of Advanced Nursing, 2003; 42(3): 226-236.
43.	Johnson KO, Aasgaard HS, Wahl AK, Salminen L. Nurse educator competence: A study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains[J]. Journal of Nursing Education, 2002; 41(7): 295-301.
44.	Zhang XM, Shen JL. Theories and Practice of teachers’ professional development and improvement Abroad[J]. Comparative Education Review, 2003; 25(4): 31-36.
45.	Wu WD, Luo BW. Structure and training of teachers’ critical competence[J]. Education Comment, 2001; (1): 33-35.

1. 郑修霞.主编. 当代教育学理论与护理教育[M]. 北京: 北京医科大学&中国协和医科大学联合出版社; 1994. 293～294.
2. 何仲, 许岩, 陈京立. 有效的护理专业教师评价体制的建立[J]. 中华护理杂志, 2003; 38(11): 871～873.
3. 王颖. 临床护理教师应对WTO能力的培养[J]. 现代护理, 2003; 9(10): 797～780.
4. 朱大乔, 刘燕燕, 周秀华. 浅析21世纪高校护理教师素质结构及其培养[J]. 中国实用护理杂志, 2003; 19(11B): 72～74.
5. 张银铃, 黄埔恩, 雷鹤, 张茹英, 曹宝花, 李武平, 邓大军, 胡华. 论新时期护理教师能力的培养[J]. 解放军护理杂志, 2002; 19(5): 67～68.
6. 罗泽玲, 杜春萍, 周珏. 护理临床教学中教师角色模式的探讨[J]. 护士进修杂志, 2004; 19(1): 40～41.
7. 张秀云, 余新超, 张淑萍. 谈青年教师适应21世纪护理教育的几点做法[J]. 现代护理, 2004; 10(1): 1～2.
8. 邢爱红, 孙岚岚, 王燕. 提高临床护理教师素质的思考[J]. 山东医药, 2003; 48(3): 62～63.
9. 宫玉花, 王艳, 陆虹. 对临床教师有效教学行为的调查[J]. 中华护理杂志, 2003; 38(1): 10～13.
10. 宋春燕, 沈宁. 临床护理教师评价量表的研制[J]. 中华护理杂志, 2004; 39(12): 888～890.
11. 吴明隆. SPSS统计应用实务-问卷分析与应用统计[J]. 北京: 科学出版社; 2003. 76.
12. 张学民, 申继亮. 国外教师职业发展及其促进的理论与实践[J]. 比较教育研究, 2003; 25(4): 31～36.
13. 吴卫东, 骆伯巍. 教师的反思能力结构及其培养[J]. 教育评论, 2001; (1): 33～35.
14. Zheng XX. Editor in chief. Modern education theoretic and nursing education[M]. Beijing: Beijing Medical University & Xiehe Medical University Combine Publishing House; 1994. 293-294.
15. Linda S. Leadership characteristics as significant predictors of clinical-teaching effectiveness[J]. Human Kinetics, 2002; 7(5): 34-39.
16. Lau AK, Chuk KC, So WK. Reflective practice in clinical teaching[J]. Nursing & Health Science, 2002; 4(4): 201-208.
17. Snell L, Tallett S, Haist S. A review of the evaluation of clinical teaching: new perspectives and challenges[J]. Medical Education, 2000; 34(10): 862-870.
18. He Z, Xu Y, Chen JL. Establishment of effective evaluation system for nursing mentors[J]. Chinese Journal of Nursing, 2003; 38(11): 871-873.
19. Wang Y. Ability training for clinical nursing teachers facing WTO challenge[J]. Modern Nursing, 2003; 9(10): 797-780.
20. Zhu DQ, Liu YY, Zhou XH. Preliminary analysis of culture construction and training of university nursing teachers in the 21st century[J]. Journal of Practical Nursing, 2003; 19(11B): 72-74.
21. Zhang YL, Huang PE, Lei H, Zhang RY, Cao BH, Li WP, Deng DJ, Hu H. Competence training for clinical nursing teachers in new period[J]. Nursing Journal of Chinese Peoples Liberation Army, 2002; 19(5): 67-68.
22. Luo ZL, Du CP, Zhou Y. Exploration of teachers role playing model during Nursing clinical teaching[J]. Journal of Nurses Training, 2004; 19(1): 40-41.
23. Zhang XY, Yu XC, Zhang SP. Several suggestions for young teachers on adapting nursing education in the 21st century[J]. Modern Nursing, 2004; 10(1): 1-2.
24. Xing AH, Sun LL, Wang Y. Thoughts on improving the culture of clinical nursing teachers[J]. Shandong Medical Journal, 2003; 48(3): 62-63.
25. Lai HM. Teaching Capability of Instructor of Nursing in Modern Scientific Education[J]. Journal of Chongqing University (Social Sciences Edition), 2002; 18(6): 153-154.赖红梅. 现代科学教育中护理教师的能力要求[J]. 重庆大学学报 (社会科学版), 2002; 18(6): 153～154.
26. Owen S. Identifying a role for the nurse teacher in the clinical area[J]. Journal of Advanced Nursing, 1993; 18(5): 816-825.
27. Lee WS, Cholowski K, Williams AK. Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing[J]. Journal of Advanced Nursing, 2002; 39(5): 412-420.
28. Mogan J, Warbinek E. Teaching behaviors of clinical instructors: an audit instructors[J]. Journal of Advanced Nursing, 1994; 20(1): 160-166.
29. Nehring V. Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of ’best’ and ’worst’ clinical teacher as perceived by nursing faculty and students[J]. Journal of Advanced Nursing, 1990; 15(8): 934-940.
30. Purcell N, Lloyd-Jones G. Standards for medical educators[J]. Medical Education, 2003; 37(2): 149-154.
31. Elnicki DM, Kolarik R, Bardella I. Third-year medical students’ perceptions of effective teaching behaviors in a Multidisciplinary Ambulatory Clerkship[J]. Academic Medicine, 2003; 78(8): 815-819.
32. Gong YH, Wang Y, Lu H. Investigating the effective teaching behaviors[J]. Chinese Journal of Nursing, 2003; 38(1): 10-13.
33. Song CY, Shen N. A scale for appraisal clinical nursing instructors[J]. Chinese Journal of Nursing, 2004; 39(12): 888-890.
34. Wu MN. SPSS statistic application-questionnaire analysis and applied statistics[J]. Beijing: Science Publishing Company; 2003. 76.
35. Anderson MB, Larson GA, Luebe JJ. Student and supervisor perceptions of the quality of supervision in athletic training education[J]. Journal of Athletic Ttraining, 1997; 32(4): 328-332.
36. Choudhry UK. New nurse faculty: core competencies for role development[J]. Journal of Nursing Education, 1992; 31(6): 256-272.
37. Johnson-crowley N. An alternative framework for teacher preparation in nursing[J]. The Journal of Continuing Education in Nursing, 2004; 35(1): 34-43.
38. Guion RM. Personnel evaluation[M]. Johns Hopkins University Press; 1986. Xv:544.
39. Viverais-Dresler G, Kutschke M. RN students’ rating and opinions related to the importance of certain clinical teacher behaviors[J]. The Journal of Continuing Education in Nursing, 2001; 32(6): 274-282.
40. Knox JE, Morgan J. Characteristics of ’best’ and ’worst’ clinical teachers as perceived by university nursing faculty and students[J]. Journal of Advanced Nursing, 1987; 12(3): 331-337.
41. Knox JE, Morgan J. Important clinical teacher behaviors as perceived by university nursing faculty, students and graduates[J]. Journal of Advanced Nursing, 1985; 10(1): 25-30.
42. Espeland V, Indrehus O. Evaluation of student’s satisfaction with nursing education in noway[J]. Journal of Advanced Nursing, 2003; 42(3): 226-236.
43. Johnson KO, Aasgaard HS, Wahl AK, Salminen L. Nurse educator competence: A study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains[J]. Journal of Nursing Education, 2002; 41(7): 295-301.
44. Zhang XM, Shen JL. Theories and Practice of teachers’ professional development and improvement Abroad[J]. Comparative Education Review, 2003; 25(4): 31-36.
45. Wu WD, Luo BW. Structure and training of teachers’ critical competence[J]. Education Comment, 2001; (1): 33-35.

Chinese Journal of Evidence-Based Medicine

Constructing an Evaluation Model for Core Competence of Clinical Nursing Teachers

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