title: Clinical nurse preceptor teaching competencies:  relationship to locus of control and self-directed learning.
abstract: BACKGROUND
  An effective preceptor is a vital component of a strong learning experience for learners. Many clinical preceptors provide on-site supervision and clinical teaching but lack the skills necessary to be effective teachers. Few studies have examined the factors related to teaching competence among clinical nurse preceptors.
  
  
  OBJECTIVE
  This article is a report of a study that examined (a) the differences in teaching competence by preceptor background, (b) the influence of locus of control on self-evaluated teaching competence, (c) the association between self-directed learning and self-evaluated teaching competence, and (d) the predictors of self-evaluated teaching competence among clinical nurse preceptors.
  
  
  METHODS
  This descriptive and correlational study used a cross-sectional survey of a convenience sample of 243 clinical nurse preceptors from a medical center in northern Taiwan. Of these, 242 completed questionnaires for an effective response rate of 99.6%. The self-evaluated Teaching Competencies Scale, Internal-External Scale, and Self-Directed Learning Instrument were used to assess teaching competencies and related factors among clinical nurse preceptors. Descriptive statistics, one-way ANOVA, Mann-Whitney test, and multivariate linear regression were used to analyze data.
  
  
  RESULTS
  Clinical nurse preceptors averaged 4.03 in teaching competence, indicating a moderately above average score. Higher teaching competence was associated with older age, being married, >10-year work experience, not assigned by unit manager, and good internal locus of control. Self-directed learning significantly correlated with teaching competence (r = .62). Internal locus of control and self-directed learning were significant independent predictors of teaching competence after adjusting for age, marital status, total years as a clinical nurse preceptor, and willingness to be a clinical nurse preceptor. Together, these accounted for 33.6% of teaching competence variance.
  
  
  CONCLUSIONS
  Nurse managers should recognize all factors and characteristics of clinical nurse preceptors that influence teaching competence to help achieve optimal learning outcomes for nursing staff and students.
authors.affiliation: Department of Nursing, Tri-Service General Hospital.
authors.forename: Ya-Lin
authors.initials: YL
authors.lastname: Chen
authors.forename: Li-Ling
authors.initials: LL
authors.lastname: Hsu
authors.forename: Suh-Ing
authors.initials: SI
authors.lastname: Hsieh
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000706:statistics & numerical data; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007400:Interprofessional Relations; D008297:Male; D008875:Middle Aged; D009720:Nurse Clinicians / Q000193:education*; D015402:Nursing Education Research; D011231:Preceptorship / Q000379:methods*; D018794:Problem-Based Learning / Q000379:methods*; D012647:Self-Assessment; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D013624:Taiwan