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Objective:To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.Methods:A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire, nursing soft skill assessment scale, and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample t test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis. Results:The total score of the nursing soft skill assessment scale was (164.75±18.49), and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48), and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors ( r=0.31, P<0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds, professional titles, nursing ages, and teaching years ( P<0.05). The multiple linear regression analysis found that professional title, teaching years, and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers, which could explain 39.50% of the teaching behavior level. Conclusion:Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title, teaching years, and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.
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Background: Students are not mere followers of teacher instructions, but fully aware and very observant of what differentiates a good clinical preceptor from a poor clinical preceptor and have expectations of how preceptors and clinical teachers should act. This study describes students’ perceptions on the effectiveness of clinical teaching practices of preceptors.Methods: A cross-sectional survey was conducted by using the Clinical Teaching Evaluation (CTE) Questionnaire to determine the level of effective clinical teaching by preceptors in the following areas: nursing expertise, teaching competence, and interpersonal relationship skills, and to identify characteristics (gender, age, program, and year level) associated with effective clinical teaching. The sample was composed of 158 randomly chosen students, Associate Degree Nurses and Associate Degree Midwives years 2 and 3, with clinical experience under preceptors at the 3 Referral Hospitals (Stung Treng, Kratie, and Ratanakiri) in Stung Treng region of Cambodia. Evaluations were ranked on a five-point scale with one being strongly disagree up to five being strongly agree.Results: The mean scores for all items were 0.739. Mean rating scores for effective clinical teaching of preceptors was 3.63, with nursing expertise at 3.72, teaching competence at 3.51, and interpersonal relationship skills at 3.65.Conclusions: The clinical teaching quality of preceptors can be improved by training with appropriate teaching methods with emphasis on effective clinical teaching practices to assist students in clinical competency.
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Os analistas do comportamento têm investigado recursos/estratégias que favorecem o ensino-aprendizagem da Matemática, por exemplo, para o ensino de resolução de problemas, da contagem, e o desenvolvimento de tecnologias para o ensino de pessoas com desenvolvimento atípico. É relevante investir na expansão desses estudos por meio da identificação, organização e sistematização do que já foi produzido. O objetivo deste estudo foi investigar, entre 1970 e 2015, pesquisas brasileiras fundamentadas na Análise do Comportamento sobre os comportamentos matemáticos (CM) e de ensinar Matemática (CEM). Foram consultados sites de programas de pós-graduação e quatro bancos de dados brasileiros: Biblioteca Digital Brasileira de Teses e Dissertações; Biblioteca Virtual em Saúde no Index Psi Teses; Banco de Dados de Trabalhos de Análise do Comportamento; Banco de Teses da Capes. Foram utilizados diferentes descritores a depender da base de dados adotada. Com base na leitura dos resumos, os trabalhos foram selecionados e classificados em CM ou CEM. Os resultados mostraram predomínio de pesquisas sobre CM e a necessidade de mais contribuições sobre CEM. Verificou-se concentração da produção no sudeste, o que indica ser necessário expandir essa fronteira. Pesquisas futuras devem realizar levantamos bibliográficos em artigos nacionais e internacionais sobre o tema.
Behavior analysts have investigated resources/strategies that promote the mathematics' teaching and learning, for example, for teaching problem solving, counting, and the development of technologies for teaching people with atypical development. It is important to invest in the expansion of these studies through the identification, organization and systematization of what has been produced. The aim of this study was to investigate, between 1970 and 2015, Brazilian research based on behavior analysis about mathematical behavior (CM) and the behavior of teaching Mathematics (CEM). Graduate programs sites were consulted and four Brazilian databases: Brazilian Digital Library of Theses and Dissertations; Virtual Health Library in the Index Psi Thesis; Behavior Analysis Studies Database; Capes Thesis Database. Descriptors used were different depending on the database. Based on reading the abstracts, the works were selected and classified into CM or CEM. The results showed a predominance of research on CM and the need for more contributions about CEM. There was concentration of production in the southeast, which shows that we must expand this boundary. Future research should make bibliographic studies about national and international articles on this subject.
Los analistas de la conducta han investigado recursos/estrategias que promuevan la enseñanza y la aprendizaje de las matemáticas, por ejemplo, para la enseñanza de la resolución de problemas, la capacidad de contar, y el desarrollo de tecnologías para la enseñanza de las personas con desarrollo atípico. Es importante invertir en la expansión de estos estudios por medio de la identificación, organización y sistematización de lo que se ha producido. El objetivo de este estudio fue investigar, entre 1970 y 2015, la producción brasileña analítico conductual acerca del comportamiento matemático (CM) y de enseñar Matemáticas (CEM). Fueron consultados estudios en los sitios de los programas de posgraduación y en cuatro bancos de datos brasileño: Biblioteca Digital Brasileña de Tesis y Disertaciones; Biblioteca Virtual en Salud (Index Psi Tesis); Banco de Datos de Estudios en la Análisis de la Conducta; Banco de Tesis de la Capes. Descriptores utilizados fueron diferentes en función de la base de datos. Después de la lectura de los resúmenes, las obras seleccionadas fueran clasificadas en CM o CEM. Los resultados mostraron un predominio de CM. Hubo concentración de la producción en la región Sureste. Las investigaciones futuras deberían identificar artículos nacionales e internacionales en esta materia.
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Humanos , Conducta , Matemática/educaciónRESUMEN
In an effort to evaluate the usage of preceptorship in a department of family medicine, we analyzed the data which gathered during 10 months, from July 1990 to April 1991. The analyzed results were as follows ; 1. The number of precepting per preceptor was 3.5 during one day. 2. In the clinical learning, the residents needed instruction most frequently in the process for diagnosing the problems of their patients. 3. For the purpose of evaluating the teaching behavior of preceptors, we asked to 21 residents and 8 preceptors of the department who experienced the preceptorship for responding a questionnaire, which contained 30 questions. Residents perceived that the most contributable teaching behavior was "deals with students in a friendly, outgoing manner". Preceptors answered that behavior as "emphasizes problem solving approaches rather than solution per se". About the least contributable teaching behavior, residents and preceptors agreed that it was "emphasis on his/her personal research". For further improvement in clinical instruction and its evaluation, it would be necessary to develop a collaborative methodology for clinical instruction and to organize an ongoing professional communication.