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Clinical teacher self-efficacy: A concept analysis.

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Area of Science:

  • Educational Psychology
  • Health Professions Education
  • Social Cognitive Theory

Background:

  • Self-efficacy, a core concept in Bandura's Social Cognitive Theory, significantly influences educational and professional contexts.
  • Teacher self-efficacy is extensively studied in education, affecting student outcomes and teacher commitment.
  • Limited research exists on teacher self-efficacy within clinical practice settings, despite its potential impact on patient outcomes.

Purpose of the Study:

  • To conduct a concept analysis of clinical teacher self-efficacy.
  • To define and elucidate the characteristics, antecedents, and consequences of clinical teacher self-efficacy.
  • To explore the implications for clinician education and practice.

Main Methods:

  • Utilized the Walker and Avant (2005) method for concept analysis.
  • Reviewed existing literature on self-efficacy and teacher self-efficacy.
  • Developed visual representations and case examples within nursing education.

Main Results:

  • Identified key assumptions, definitions, characteristics, antecedents, and consequences of clinical teacher self-efficacy.
  • Provided a structured understanding of the concept within clinical practice.
  • Illustrated the concept through practical examples in nursing education.

Conclusions:

  • Clinical teacher self-efficacy is a critical construct in practice professions.
  • Understanding clinical teacher self-efficacy can inform educational strategies and improve patient care.
  • Further research and application in clinician education are recommended.