Factors Influencing the Collaboration Between Clinical Instructors and Teachers in Nursing Practicum

Shiiba, Michiyo; Saito, Hisako; Fukuzawa, Yukiko

doi:10.7888/juoeh.32.161

Cited by 1 publication

(1 citation statement)

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“…Teacher collaboration: Although 28 teacher collaboration factors for teaching Jiritsu-Katsudo were extracted from Shiiba, Saito, and Fukuzawa's (2010) study on collaboration between practicum instructors and nursing school teachers, various modi cations so as to t the situation under study were implemented. In particular, practice instruction, teacher, and students were replaced with teaching Jiritsu-Katsudo, another teacher, and children, respectively.…”

Section: Methodsmentioning

confidence: 99%

Teacher Needs and Relevant Factors for Teaching <i>Jiritsu-Katsudo</i> in Special Needs Schools for Children with Physical Disabilities

Utsumi

Ando

2019

JSER

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In this study, teacher requirements for Jiritsu-Katsudo instruction in special needs schools for children with physical disabilities were explored. Furthermore, fundamental data to contribute to the professional development of teachers were obtained. In Study 1, the structure of Jiritsu-Katsudo teaching needs was investigated. e causal model that a ects these needs was explored in Study 2. e results revealed three in uential factors, namely, medical understanding, approaches for designing individual teaching plans, and understanding Jiritsu-Katsudo philosophy. e factors a ecting teachers' needs were examined using path analysis. e independent variables included the number of years of teaching experience in special needs schools and teacher collaboration. Teacher collaboration was closely connected to teacher needs. In particular, teacher collaboration in teaching Jiritsu-Katsudo a ected all teacher needs factors, thus indicating that, when faced with uncertainty, teacher collaboration is important when teaching children with widely varying needs. It was further clari ed that teachers require professional guidance on collaboration. Furthermore, inexperienced teachers have a greater need for approaches to design individual teaching plans.

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Section: Methodsmentioning

confidence: 99%