Factors Associated with Clinical Teaching Behaviors of Novice Nurse Educators of Diploma Nursing Schools in Western Japan

Aims：Challenges of novice nursing educators are initiated when they begin to engage in clinical teaching, often due to lack of support from experienced colleagues. This study was aimed to identify the factors associated with clinical teaching behaviors of novice nurse educators of Diploma Nursing schools in western Japan.
Method：Of ２３１ Diploma Nursing schools in Western Japan,９２ institutions（３９．８３％）agreed to participate. The study participants were １４４ novice nursing educators with less than five years of teaching experience. Anonymized self-administered questionnaires including the Scale of Other Educators’ Support（SOES）and organizational education, associated with the Scale of Clinical Teaching Behaviors（SCTB）were mailed to participants. The SOES factors of work and reflection supports, organizational education factors of information-sharing opportunity and mini-workshops were used to determine association with SCTB. The multiple regression analysis with stepwise method was used for SCTB.
Results：Conducting to multivariate analysis, age（p =０．０１）, information-sharing among nursing educators（p =０．０４）, participation in mini-workshops on clinical practice（p =０．０４）, and work support（p =０．０３）were significantly associated with the improvement of SCTB. Then, reflection support was significantly associated with the deterioration of SCTB（p =０．０２）.
Discussion：The work support meaning direct advice and guidance from other nursing educators can enhance the effectiveness for SCTB. The reflection support encouraged the novice nurses to reflect on their teaching behaviors, but only made them aware of problems to be solved, which lowered the SCTB. The information-sharing opportunity and mini-workshops might be effective opportunities to learn about teaching behaviors to increase the SCTB.
Conclusion：The SOES and organizational education factors enhance teaching behaviors measured by SCTB among novice nursing educators. Therefore, in developing novice nursing educators, it is necessary to create opportunities indicating these factors for novice nursing educators to learn about practical training and to collaborate with other nursing educators.