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.

Citations

• Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study
  Sujin Shin, Inyoung Lee, Jeonghyun Kim, Eunyoung Oh, Eunmin Hong
  BMC Nursing.2023;[Epub]     CrossRef
• Clinical competency and associated factors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia, 2021
  Tamene Fetene Terefe, Haimanot Abebe Geletie, Fisha Alebel GebreEyesus, Tadesse Tsehay Tarekegn, Baye Tsegaye Amlak, Kassa Kindie, Omega Tolessa Geleta, Agerie Aynalem Mewahegn, Bogale Chekole Temere, Shegaw Tesfa Mengist, Masino Tessu Beshir, Alemayehu W
  Heliyon.2023; 9(8): e18677.     CrossRef
• Development of a protocol for guidance in the pediatric nursing practicum in South Korea: a methodology study
  Hyun Young Koo, Bo Ryeong Lee
  Child Health Nursing Research.2022; 28(1): 51.     CrossRef
• Development of Core Competency Scale for clinical nursing student educators
  Hyun Sook Park, Eun Hee Choi, Gyung Duck Kim, Young Hee Kim, Mi Yang Jeon, Hyenam Hwang
  The Journal of Korean Academic Society of Nursing Education.2022; 28(4): 345.     CrossRef
• Factors associated with teaching efficacy among nurse educators in hospital settings
  Sujin Shin, Youngmi Kang, Eun Hee Hwang, Jeonghyun Kim
  Journal of Clinical Nursing.2021; 30(7-8): 1111.     CrossRef
• Development and Validation of a Self-Efficacy Scale for Nursing Educators’ Role in Sri Lanka
  Shyamamala S. Weerasekara, Jina Oh, Haeryun Cho, Mihae Im
  International Journal of Environmental Research and Public Health.2021; 18(15): 7773.     CrossRef
• The Effectiveness of Peer Learning in Undergraduate Nursing Students: A Meta-Analysis
  Jung A. Choi, Oksoo Kim, Seonmin Park, Hyeongji Lim, Jung-Hee Kim
  Clinical Simulation in Nursing.2021; 50: 92.     CrossRef

PURPOSE
This study was designed to assess the effects of skill teaching of oral liquid medication on the dose loss and caregivers' administering behavior.
METHODS
A nonequivalent control group no-synchronized design was used. 104 participants were assigned to one of two groups. A intervention group received a skill teaching and the control group received the conventional teaching about oral medication.
RESULTS
The mean amount of the dose loss by all participating caregivers was 23.3% of the prescribed dose and 61.5% of the caregivers showed dose loss more than 20% of the prescribed dose. Caregivers' age (Exp=3.56, p=.017) and time taken for administration (Exp=7.97, p < .001) were related to more dose loss. Toddlers' posture sitting in a stroller upon medication (Exp=.14, p=.009) and re-administering the remains after checking the medication bottle (Exp=.22, p=.040) influenced on reduction in dose loss. Before and after the skill teaching, a significant decrease in the dose loss was found in the high-viscous liquid medication only (t=−4.95, p < .001). The difference in the dose loss between the two groups were significant in the high-viscous liquid medication (t=4.95, p < .001). Also, caregivers' administration behavior were significantly improved in the intervention group.
CONCLUSION
The findings of this study showed that the skill teaching of oral liquid medication designed for toddlers' caregivers was effective in reduction of dose loss and improvement in administering behaviors with confidence.

Citations

• Caregiver Views on Prospective Use of Robotic Care in Helping Children Adapt to Hospitalization
  Meiling Jin, Hanna Choi
  Healthcare.2022; 10(10): 1925.     CrossRef

The purpose of this study was to examine the effect of preoperative teaching as a nursing intervention on the emotional status of the patients prior to surgery. The method of this study was Nonequivalent Control Group Non-Synchronize Design. The data were selected from H universuty hospital in Seoul, and they consisted of an experimental group-30patients, and a control group-30 patients. The questionnaire consisted of 28 Preoperative Stress Inventory(Kang, 1998), and 16 State-Trait Anxiety Inventory(Spielberger, 1972). The collected data were analized by means of frequency, percentage, x2 test, t-test and paired t-test with SPSS WIN. The results of this study were as follows: 1. The level of stress prior to surgery was significantly lower for the preoperative teaching group than for the control group(t=2.61, p< .01). 2. The level of anxiety prior to surgery was not significantly lower for the preoperative teaching group than for the control group. 3. The difference level of the anxiety level the prior to surgery was significantly higher for the preoperative teaching group than for the control group(t=2.82, p< .01). In conclusion, preoperative teaching is a beneficial nursing intervention that has a positive effect on the stress and anxiety of patients prior to surgery. Therefore it is recommended to use the preoperative teaching program as a nursing intervention for patients prior to surgery.