Development of Teaching Efficacy Scale to Evaluate Clinical Nursing Instructors

Abstract

Purpose:The purpose of this methodological study was to develop a teaching efficacy scale for clinical nursing instructors and to establish its validity and reliability. Methods: Based on the literature review and focus group interviews, the attributes of the roles and capabilities of clinical nursing instructors were identified and a scale was developed. The content validity test and preparatory investigation were conducted to produce a total of 54 questions of the study. Results: Factor analysis indicated six factors whose eigenvalue was 1 or greater. Cumulative dispersion explained by the factors was the combined 67.3%. In the final analysis, forty-two questions were selected. The "Student instruction" factor showed high loadings with 12 questions and explained 17.4% of total variance. The "Teaching improvement" factor was loaded with 9 questions; "Application of Teaching and Learning" 7 questions; "Interpersonal relationship and communication," 7 questions; "Clinical judgement" 4 questions; "Clinical skill instruction" 3 questions. The overall reliability of the tools measured with Cronbach's was .97. Conclusion: All these findings confirmed that the teaching efficacy scale for clinical nursing instructors have content validity, construct validity, and criterion-related validity, and all questions are internally consistent and reliable.

Factors associated with teaching efficacy among nurse educators in hospital settings

“…The construct validity of Teaching Efficacy Scale was confirmed through factor analysis at the development stage (Park & Suh, 2018).…”

“…The construct validity of Teaching Efficacy Scale was confirmed through factor analysis at the development stage (Park & Suh, 2018). At the time of development, Cronbach's alpha ( α ) reliability coefficients of the subscales were 0.85–0.95 while in this study the reliability coefficient values were 0.77–0.88.…”

“…The participants’ general characteristics included their gender, age, academic degree, years of clinical practice, experience in providing clinical education and experience in enrolment in continuing nursing education for instructorship in clinical education. To assess teaching efficacy, we used the Teaching Efficacy Scale developed by Park and Suh (2018). It comprises 42 items in six subscales including student instruction, teaching improvement, application of teaching and learning, interpersonal relationships and communication, clinical judgment and clinical skills instruction.…”

“…Clinical competency among nurses is not an actual indicator of their clinical teaching competency (Dybowski et al, 2017; Hou et al, 2010; Kim & Shin, 2017) because few nurses have been trained in both clinical and pedagogical competencies (Park & Suh, 2018). Previous studies that analysed the experience and process of nurses in becoming clinical nurse educators have concluded that the transfer of roles from nurses to educators is challenging (Duphily, 2011; Manning & Neville, 2009).…”

The Effectiveness of Peer Learning in Undergraduate Nursing Students: A Meta-Analysis

“…In clinical sites, more complex and high-level problem-solving skills and critical thinking are required. Hence, education and learning by skilled and trained instructors are more crucial in a clinical setting (Park & Seo, 2018;Shin et al, 2017), and it can be interpreted that the effects of peer learning in laboratory settings are relatively greater since a low level of skills practice is needed in a comfortable, educational environment within a laboratory (Bugaj & Nikendei, 2016).…”