Concerns, Priorities, and Self-Efficacy of Novice Clinical Instructors: Leadership in Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/201927
Type:
Presentation
Title:
Concerns, Priorities, and Self-Efficacy of Novice Clinical Instructors: Leadership in Nursing Education
Abstract:
(41st Biennial Convention) Background:  To support professional development and leadership capacity, nursing clinical instructors need to feel confident and knowledgeable about their role as leaders in nursing education practice contexts with students. However, there are a limited number of programs available to assist clinical instructors to develop the skills and knowledge necessary to facilitate students’ learning. Thus, the quality of clinical education may vary substantively. The development and use of accessible and interactive online educational resources for clinical instructors could enhance their role related knowledge and confidence for teaching. Such resources might also influence clinical instructor retention rates via being an additional mechanism for instructors’ professional development as leaders in clinical education. Methods and Sample:  Phase 1 involved a descriptive qualitative design with 19 novice clinical instructors and 10 graduate students who volunteered to be interviewed using a semi-structured interview guide. Clinical instructors' expressed concerns and priorities formed the basis of development of online modules. In phase 2, a quasi-experimental design was used with 10 Canadian clinical instructors to pilot test three online modules. Participants completed a self-efficacy instrument pre and post online module use. Analysis and Findings: In phase 1, transcribed interviews were analyzed using content analysis procedures. Themes which emanated from participants’ discussions were validated through member checks. Themes included clinical instructors’ roles and responsibilities, clinical teaching, and clinical evaluation. In phase 2, IBM SPSS 19 software was used to assess participants’ self-efficacy pre and post online module use. Detailed key findings from both study phases will be presented at the convention.
Keywords:
self-efficacy; online modules; clinical instructor concerns and priorities
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleConcerns, Priorities, and Self-Efficacy of Novice Clinical Instructors: Leadership in Nursing Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/201927-
dc.description.abstract(41st Biennial Convention) Background:  To support professional development and leadership capacity, nursing clinical instructors need to feel confident and knowledgeable about their role as leaders in nursing education practice contexts with students. However, there are a limited number of programs available to assist clinical instructors to develop the skills and knowledge necessary to facilitate students’ learning. Thus, the quality of clinical education may vary substantively. The development and use of accessible and interactive online educational resources for clinical instructors could enhance their role related knowledge and confidence for teaching. Such resources might also influence clinical instructor retention rates via being an additional mechanism for instructors’ professional development as leaders in clinical education. Methods and Sample:  Phase 1 involved a descriptive qualitative design with 19 novice clinical instructors and 10 graduate students who volunteered to be interviewed using a semi-structured interview guide. Clinical instructors' expressed concerns and priorities formed the basis of development of online modules. In phase 2, a quasi-experimental design was used with 10 Canadian clinical instructors to pilot test three online modules. Participants completed a self-efficacy instrument pre and post online module use. Analysis and Findings: In phase 1, transcribed interviews were analyzed using content analysis procedures. Themes which emanated from participants’ discussions were validated through member checks. Themes included clinical instructors’ roles and responsibilities, clinical teaching, and clinical evaluation. In phase 2, IBM SPSS 19 software was used to assess participants’ self-efficacy pre and post online module use. Detailed key findings from both study phases will be presented at the convention.en_GB
dc.subjectself-efficacyen_GB
dc.subjectonline modulesen_GB
dc.subjectclinical instructor concerns and prioritiesen_GB
dc.date.available2012-01-11T11:00:31Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:00:31Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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