Why Clinical Nurse Educators Adopt Innovative Teaching Strategies: A Pilot Study

Nursing Education Perspective Pub Date : 2010-07-01 DOI:10.1043/1536-5026-31.4.226

Janet M Phillips, S. Vinten

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引用次数: 47

Abstract

ABSTRACT The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student‐centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching.

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临床护理教育者为何采用创新教学策略:一项初步研究

本初步研究的目的是描述参加了临床教学角色在线课程的临床教育工作者采用创新教学策略的意图(N = 71)。创新教学策略被定义为那些包含社会文化理论原则的教学策略，这是一种以学生为中心的方法，在这种方法中，护士教育者的角色是激励和支持学生，并在相互过程中，通过使用可根据学生个人的学习需求建立或逐渐减少的指导技术，推动学生达到他们的学习潜力。与会者指出，罗杰斯创新扩散理论中提出的三个因素(兼容性、可试性和相对优势)对创新教学策略的采用影响最大。鼓励学生探索和应用新知识被认为是最有可能采用的教学策略。采用创新教学策略的意图可以提供洞察护理学校组织气候的发展，从而促进临床教学所需的变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Nursing Education Perspective

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