The development and validation of the Clinical Teaching Behavior Inventory (CTBI-23): Nurse preceptors' and new graduate nurses' perceptions of precepting

• Published in: Nurse education today Vol. 38; pp. 107 - 114
• Main Authors: Lee-Hsieh, Jane, O'Brien, Anthony, Liu, Chieh-Yu, Cheng, Su-Fen, Lee, Yea-Wen, Kao, Yu-Hsiu
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.03.2016; Elsevier Science Ltd
• Subjects: Atmosphere; Behavior; Clinical Teaching (Health Professions); Clinical training; Confirmatory factor analysis; Construct validity; Content Validity; Delphi Technique; Discriminant analysis; Education, Nursing, Baccalaureate; Educational Strategies; Factor analysis; Faculty - psychology; Feedback; Focus Groups; Hospitals; Humans; Interviews; Learning; Literature reviews; Nurses; Nurses - psychology; Nursing; Nursing education; Perceptions; Preceptors; Preceptorship; Preceptorship - methods; Reliability; Reproducibility of Results; Scales; Self evaluation; Self Evaluation (Individuals); Surveys and Questionnaires - standards; Taiwan; Teaching; Teaching hospitals; Teaching methods; Validity; Taiwan; Nursing education; Preceptorship; Factor analysis; Delphi technique; Taiwan; Focus groups; Scales
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2015.12.005

Few studies have examined the perceptions of clinical teaching behaviors among both nurse preceptors and preceptees. To develop a Clinical Teaching Behavior Inventory (CTBI) for nurse preceptors' self-evaluation, and for new graduate nurse preceptee evaluation of preceptor clinical teaching behaviors and to test the validity and reliability of the CTBI. This study used mixed research techniques in five phases. Phase I: based on a literature review, the researchers developed an instrument to measure clinical teaching behaviors. Phase II: 17 focus group interviews were conducted with 63 preceptors and 24 new graduate nurses from five hospitals across Taiwan. Clinical teaching behavior themes were extracted from the focus group data and integrated into the domains and items of the CTBI. Phase III: two rounds of an expert Delphi study were conducted to determine the content validity of the instrument. Phase IV: a total of 290 nurse preceptors and 260 new graduate nurses were recruited voluntarily in the same five hospitals in Taiwan. Of these, 521 completed questionnaires to test the construct validity of CTBI by using confirmatory factory analysis. Phase V: the internal consistency and reliability of the instrument were tested. CTBI consists of 23 items in six domains: (1) ‘Committing to Teaching’; (2) ‘Building a Learning Atmosphere’; (3) ‘Using Appropriate Teaching Strategies’; (4) ‘Guiding Inter-professional Communication’; (5) ‘Providing Feedback and Evaluation’; and (6) ‘Showing Concern and Support’. The confirmatory factor analysis yielded a good fit and reliable scores for the CTBI-23 model. The CTBI-23 is a valid and reliable instrument for identifying the clinical teaching behaviors of a preceptor as perceived by preceptors and new graduate preceptees. The CTBI-23 depicts clinical teaching behaviors of nurse preceptors in Taiwan. •This study developed and tested an instrument (CTBI-23) for evaluating clinical teaching behaviors of nurse preceptors.•The CTBI-23 measures 6 domains of teaching and learning by preceptors and new graduate nurses.•The CTBI-23 is based on empirical evidence gathered from interviews and tests conducted in 5 Taiwan hospitals.