| Summary: | 博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 97 === This study aims to construct indicators of formative teaching assessments for clinical nursing teachers at technical colleges, and to investigate appropriate evaluation aspects, categories and indicators. In the qualitative analysis, ten clinical nursing teachers were selected to conduct structured interviews. The main purpose of the interviews was to understand the clinical teaching contents and operational procedures, and to identify and analyze the characteristics of these clinical nursing teachers’ effective teaching strategies. Based on the related literature review and the interview results, a Delphi questionnaire was developed as the major research instrument for this study. The Delphi questionnaire was distributed to twenty-five experts, and was used for three trials. Incorporating the experts’ opinions and suggestions, the Delphi questionnaire was revised several times to construct appropriate indicators of formative teaching assessments.
According to the results of the literature review, structured interviews, and the Delphi questionnaire, the study concludes the following findings: The indicators of formative teaching assessments can be classified into three major aspects－(teaching) input, (teaching) processes and (teaching) outcomes. The findings are also divided into ten categories, including teaching assessments, teaching plans, clinical teaching and support, teaching feedback, the relationship with students, the relationship with patients and staff, professional competences, attitudes toward the nursing profession, teaching diagnosis and teaching adjustments. A total of 66 indicators were generated. These indicators focus on the effective methods and characteristics of clinical nursing teachers during pre-teaching, inter-teaching and post-teaching periods, as well as promote teachers to reflect and improve teaching. Compared to previous relevant empirical studies concentrated on the indicators of (teaching) processes for clinical nursing teachers, this study specifically focuses on the indicators of (teaching) input and (teaching) outcomes. On the basis of the research results, the researcher provides several suggestions for clinical teachers, technical colleges and future studies.
|
|---|
