ArticleFlorence Nightingale journal of nursing2023
Predictors of Teaching Self-efficacy in Clinical Nursing Teachers: A Cross-sectional Study.
Article in Florence Nightingale journal of nursing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed, 8 citations in OpenAlex.
- Latent profiles of teaching self-efficacy and clinical teaching behaviors among clinical nurse preceptors and factors associated with profile membership: a cross-sectional study.BMC medical education · 2026Article
- Effective teaching behaviors of clinical nursing teachers: potential profile analysis.BMC medical education · 2026Article
- The relationship between nursing students' perceived self-efficacy in physical examination and their attitudes toward clinical practice: a cross-sectional study.BMC nursing · 2026Article
- Article
- Translation and Validation of Vietnamese Version of the Self-Efficacy Toward Teaching Inventory for Nurse Educators.SAGE open nursingArticle
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimThis study aimed to investigate the relationship among clinical nursing teachers' perceived stress, job stress, and teaching self-efficacy and to identify important predictors of clinical nursing teachers' teaching self-efficacy.
methodA cross-sectional study was designed. Data were collected from May 2019 to January 2020, and 205 clinical nursing teachers were recruited from the Department of Nursing in Taiwan. Data were collected for the Perceived Stress Scale, Job Content Questionnaire, and Clinical Nursing Teacher Self-Efficacy Scale. Descriptive statistics, independent t-test, Pearson's correlation, and multiple/stepwise linear regressions were used for analysis.
resultsPerceived stress and work stress are related to clinical nursing teachers' teaching self-efficacy. Multiple regression analysis showed that perceived stress and three dimensions of job stress (workload, job control, and work-related social support) were identified as significant predictors of teaching self-efficacy, explaining 16.6% of the total variance. Workload was the strongest predictor of teaching self-efficacy, explaining 5.5% of the variance, while perceived stress, job control, and work-related social support accounted for 2.7%, 4.1%, and 1.7% of the variance, respectively.
conclusionPerceived stress and job stress were identified as predictors of teaching self-efficacy of clinical nursing teachers. Managers can formulate self-efficacy improvement and decompression plans for clinical nursing teachers to improve teaching self-efficacy.
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Registered trials
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