Factors associated with teaching efficacy among nurse educators in hospital settings

Sujin Shin, Youngmi Kang, Eun Hee Hwang, Jeonghyun Kim

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Aims and objectives: The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals. Background: In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging. Design: Secondary analysis of data through a cross-sectional study design was adopted. Methods: Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1 year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self-reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education-related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript. Results: According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators. Conclusion: Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy. Relevance to clinical practice: Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.

Original languageEnglish
Pages (from-to)1111-1119
Number of pages9
JournalJournal of Clinical Nursing
Issue number7-8
StatePublished - Apr 2021

Bibliographical note

Publisher Copyright:
© 2021 John Wiley & Sons Ltd


  • clinical education
  • clinical nurse educators
  • competency
  • role
  • self-efficacy


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