Teacher self-efficacy in new nurse educators.
The purpose of this study was to determine the variables that influence teacher self-efficacy in faculty with five or fewer years of teaching experience. Specifically, the relationship between formal educational courses and teacher self-efficacy in the teaching domains of course preparation, instructor behavior, evaluation and examination, and clinical teaching were examined. Findings showed that the 346 new nurse educators in this study had a strong sense of teacher self-efficacy. Results of multiple regression analysis indicated that formal education courses, teaching experience in nursing, and other teaching experience influenced the level of teacher self-efficacy. This study has implications for the mentoring of new faculty in the teaching role.
Nugent
K E
KE
School of Nursing, Medical College of Georgia, Augusta 30912-4732, USA.
Bradshaw
M J
MJ
Kito
N
N
D000328:Adult; D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D012044:Regression Analysis; D020377:Self Efficacy; D013192:Staff Development