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Titre : | Clinical teacher self-efficacy: A concept analysis (2021) |
Auteurs : | Melissa J. Bourne ; Suzanne C. Smeltzer ; Michelle Kelly M. |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 52, March 2021) |
Article en page(s) : | p. 1-8 |
Note générale : | https://doi.org/10.1016/j.nepr.2021.103029 |
Langues: | Anglais |
Résumé : | Self-efficacy is a well-researched concept and a key component of Bandura's Social Cognitive Theory. Teacher self-efficacy is widely researched within education; it affects student achievement and motivation as well as teacher performance and commitment. Minimal information exists on teacher self-efficacy within clinical settings of practice professions which likely affects patient outcomes. This paper provides background on self-efficacy and teacher self-efficacy; it then addresses clinical teacher self-efficacy using the Walker and Avant (2005) method for concept analysis. Assumptions, definitions, characteristics, antecedents and consequences of the concept of clinical teacher self-efficacy are discussed and represented visually, and exemplified as cases within nursing education. Implications and recommendations are suggested for the applicability of clinical teacher self-efficacy within clinician education and practice. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595321000652#! |