| Objective:To understand the effective teaching behavior of clinical nursing teachers from the perspective of nursing interns,as well as the cognitive style,learning motivation and learning strategies of nursing interns;to analyze the relationship between the effective teaching behavior of clinical nursing teachers and cognitive style,learning motivation and learning strategies of nursing interns;in order to provide evidence for the optimization of teaching behaviors and the improvement of teaching methods of clinical nursing teachers.Methods:A convenience sampling of 650 nursing interns was recruited in four hospitals of Shandong and Guangdong provinces from September 2016 to February 2017.Data were collected with social demographic characteristic questionnaire,nursing clinical teacher effective inventory(NCTEI),embedded figures test(EFT),learning motivation survey scale,and college students learning strategy scale.Statistical analysis was conducted with SPSS 21.0.Results:1.The average score of the evaluation of teaching behavior from the Perspective of Nursing Students is(4.04±0.54),and the average score of its dimensions from high to low in turn were:teaching level(4.15±0.54),personality characteristics(4.13±0.62),professional level(4.08±0.60),the evaluation of intern students(4.05±0.63),the interpersonal relationship(3.57±0.78).2.The different socio-demographic characteristics of nursing interns in evaluating the teaching behavior of clinical teachers are mainly reflected in the following four aspects:First,non-only child gave more scores than the only-child in the aspects of"the evaluation to the nursing interns" and "the relationship"(P<0.05).Second,in the aspects of "teaching level and personal characteristics" nursing students from cities gave more than those from countryside(P<0.01?P<0.05).Third,in the aspects of teaching behavior,teaching level,professional level,evaluation to the interns and personal characteristics the first volunteer interns gave more than the non-first ones(P<0.01,P<0.05).Fourth,in the aspects of "the evaluation to the nursing interns" and"the relationship",the differences of nursing interns from different educational background have significant statistical difference(P<0.01).Among of these,the junior college nursing interns gave more scores than the undergraduate nursing interns in the aspect of "the evaluation to the interns(P<0.01);and in the aspect of "the relationship" special secondary school nursing interns,the junior college nursing interns also gave more scores than the undergraduate nursing interns(P<0.01,P<0.05).3.Different cognitive styles of nursing interns have no significant differences in the evaluation of clinical teachers' teaching behaviors and its five dimensions(P>0.05).4.The total average scores of learning motivation and its dimensions of nursing interns were as bellows:learning motivation(3.88±0.63),interest in learning(3.92±0.65),ability pursuit(3.96±0.65),reputation acquisition(3.74±0.80),and altruistic orientation(3.89±0.71).The correlation coefficients between the total score of nursing interns' learning motivation and its four dimensions and the total score of clinical teachers' teaching behavior evaluation,teaching level,professional level,evaluation to interns,personality characteristics and interpersonal relationship are respectively were as bellow:learning motivation(r=0.441,0.448,0.442,0.383,0.389,0.235),interest in learning(r=0.386,0.415,0.392,0.333,0.328,0.165),ability pursuit(r=0.419,0.414,0.420,0.374,0.380,0.219),reputation acquisition(r=0.357,0.339,0.362,0.303,0.313,0.238),altruistic orientation(r=0.435,0.443,0.424,0.376,0.390,0.238).The scores of learning motivation,interest in learning,ability pursuit,reputation acquisition and altruistic orientation were positively correlated with the evaluation scores of clinical teachers' teaching behaviors and its dimensions(P<0.01).5.The scores of learning strategy and its dimensions of nursing interns were as bellows:learning strategy(4.06 ± 0.59),cognitive strategy(4.07± 0.61),metacognitive strategy(4.05±0.62),resource management strategy(4.08±0.63)and affective strategy(4.06±0.60).The correlation coefficients between the total score of nursing interns' learning strategy with four dimensions and the total score of clinical teachers' teaching behavior evaluation,teaching level,professional level,the evaluation to the students,personal characteristic,interpersonal relationship are as bellow:learning strategy(r=0.518,0.550,0.506,0.452,0.445,0.247),cognitive strategy(r=0.481,0.512,0.464,0.418,0.414,0.238),metacognitive strategy(r=0.477,0.506,0.468,0.414,0.410,0.225),resource management strategy(r=0.504,0.528,0.498,0.438,0.439,0.249),affective strategy(r=0.528,0.564,0.514,0.467,0.448,0.247).The scores of learning strategy,cognitive strategy,metacognitive strategy,resource management strategy and affective strategy were positively correlated with the evaluation scores of clinical teachers' teaching behaviors and its dimensions(P<0.01).6.The results of multiple regression analysis shows that whether the nursing interns the only-child or not,their place of birth,educational background,interest of learning,ability pursuit,reputation acquisition,resource management strategy,and affective strategy all had impacts on the evaluation of clinical teachers' teaching behavior.The influence factors to evaluate the total scores of clinical teachers' teaching behavior were only child,place of birth,educational background,resource management strategy and affective strategy(adjustedR2=31.0%).The influence factors to evaluate the teaching level were only-child,place of birth,educational background,affective strategy(adjustedR2=33.6%).The influence factors to evaluate the professional level were educational background,resource management strategy and affective strategy(adjustedR2=28.5%).The influence factors to evaluate the evaluation to the nursing interns were only-child,educational background,ability pursuit and affective strategy(adjusted R2=25.0%).The influence factors to evaluate the personal characteristics were birth of place,interest of learning,ability pursuit and affective strategy(adj ustedR2=23.1%).The influence factors to evaluate the interpersonal relationship were only-child,educational background,interest of learning,ability pursuit,reputation acquisition,and resource nanagement strategy(adjusted R2=10.4%)Conclusions:1.Nursing interns had a high evaluation on the importance of clinical nursing teachers'teaching behavior.Among them,they paid most attention to the teaching level and lowest to the interpersonal relationship.2.The different socio-demographic characteristics of nursing interns affect the evaluation of the importance of teaching behavior to clinical nursing teachers made by nursing students.3.The level of learning motivation of nursing interns is above the average,among which the ability pursuit motivation is the strongest.Nursing interns' evaluation of the importance of clinical nursing teachers' teaching behaviors rose with the increase of learning motivation.4.The overall learning strategy level of nursing interns is above the average,among which the application level of resource management strategy is the highest.Nursing interns' evaluation of the importance of clinical nursing teachers' teaching behaviors rose with the increase of the application level of learning strategies.5.The clinical teachers should fully understand the differences of the nursing interns according to the interest of learning,the pursuit of ability,reputation acquisition,and resource management strategy and affective strategy etc.According to the specific situation and personality characteristics of each nursing intern to implement different teaching behavior. |
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