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Caring Practices of Clinical CRNA Instructors in Clinical Student Instruction.

机译:临床CRNa教师在临床学生教学中的关怀实践。

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Caring Practices of Clinical CRNA Instructors Caring and the ability to demonstrate caring behavior within a teacher-student relationship is deemed necessary in nursing education today. The purpose of this study was to assess the degree to which clinical Certified Registered Nurse Anesthetist (CRNA) instructors incorporate caring into their clinical student instruction. A quantitative questionnaire was developed (alpha coefficient =.936). Analysis compared demographics of age, sex, years of practice, level of education in anesthesia and marital status with caring scores. Three qualitative statements were also included. Using nonprobability convenience sampling, 286 surveys were distributed. Response rate was 57% (N=156). Gender was the only variable to show a significant relationship and was able to explain only 3% of the variation in caring scores with p<.05. Two male outliers were deemed the cause of this and the results were not interpreted as truly significant. Qualitative responses validated quantitative scores. Responses listed methods clinical CRNAs use to: (a) develop a helping trust relationship, (b) provide a supportive environment and/or, (c) promote interpersonal teaching-learning. Qualitative results showed caring as an integral part of the majority of clinical CRNAs practice. Teaching requires a supportive environment, development of a caring student-teacher relationship and effective teaching behaviors.

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