This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development o...This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.展开更多
Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teache...Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teachers,there are many hidden issues related to the development of clinical teachers.The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues.This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology.Policy recommendations are proposed,including strengthening the construction of teaching systems at the hospital organizational environment level,enhancing the role identity and teacher beliefs of clinical teachers,promoting their teaching development and academic learning,and ensuring their normal teaching investment;promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts;enhancing individual teacher beliefs,teacher role learning,and role skills.展开更多
Objective:To translate and validate the Chinese version of the Work-Family-School Role Conflicts Scale(WFSRCs-S)among nurses with multiple roles.Methods:A sample of 233 registered nurses pursuing an advanced degree wa...Objective:To translate and validate the Chinese version of the Work-Family-School Role Conflicts Scale(WFSRCs-S)among nurses with multiple roles.Methods:A sample of 233 registered nurses pursuing an advanced degree was recruited from 8 university hospitals in 5 cities in China from March to July 2016.The original scale of WFSRCs-S was translated into Chinese and revised to reflect cultural meaning,using standard translation methodology,and its reliability and validity were assessed.Results:The content validity index of the 12-item WFSRCs-S-Chinese was 0.83,and the item level of content validity index ranged from 0.79 to 1.00.The exploratory factor analysis yielded a three-factor solution(work-school-to-family role conflict,family-school-to-work role conflict,and work-family-toschool role conflict)and explained 71.9%of the total variance for WFSRCs-S-Chinese.The Cronbach's a coefficients for the total scale and the three sub-scales were 0.87,0.79,0.78,and 0.87.The confirmatory factor analysis revealed that the measurement model was satisfied,and the test-retest reliability of WFSRCs-S-Chinese was 0.85.The WFSRCs-S-Chinese score was positively associated with burnout(r=0.36,P<0.001)and negatively related to role-related social support(r=—0.18,P=0.046),thereby establishing concurrent validity.Conclusion:The reliability and construct validity of the WFSRCs-S-Chinese suggest that this scale could be useful to assess inter-role conflicts among nurses with multiple roles in China.展开更多
基金2023 Shaanxi Teacher Development Research Program“Research on the Construction and Improvement Path of a Teaching Engagement Model for Double-Qualified Teachers in Medical Colleges”(Project number:2023JSQ011)。
文摘This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.
基金2023 Shaanxi Teacher Development Research Program“Research on the Construction and Improvement Path of a Teaching Engagement Model for Double-Qualified Teachers in Medical Colleges”(Project number:2023JSQ011)。
文摘Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teachers,there are many hidden issues related to the development of clinical teachers.The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues.This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology.Policy recommendations are proposed,including strengthening the construction of teaching systems at the hospital organizational environment level,enhancing the role identity and teacher beliefs of clinical teachers,promoting their teaching development and academic learning,and ensuring their normal teaching investment;promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts;enhancing individual teacher beliefs,teacher role learning,and role skills.
基金Department of Education of Zhejiang Province[jg20180360],[jg20190481]Chungnam National University,Korea.
文摘Objective:To translate and validate the Chinese version of the Work-Family-School Role Conflicts Scale(WFSRCs-S)among nurses with multiple roles.Methods:A sample of 233 registered nurses pursuing an advanced degree was recruited from 8 university hospitals in 5 cities in China from March to July 2016.The original scale of WFSRCs-S was translated into Chinese and revised to reflect cultural meaning,using standard translation methodology,and its reliability and validity were assessed.Results:The content validity index of the 12-item WFSRCs-S-Chinese was 0.83,and the item level of content validity index ranged from 0.79 to 1.00.The exploratory factor analysis yielded a three-factor solution(work-school-to-family role conflict,family-school-to-work role conflict,and work-family-toschool role conflict)and explained 71.9%of the total variance for WFSRCs-S-Chinese.The Cronbach's a coefficients for the total scale and the three sub-scales were 0.87,0.79,0.78,and 0.87.The confirmatory factor analysis revealed that the measurement model was satisfied,and the test-retest reliability of WFSRCs-S-Chinese was 0.85.The WFSRCs-S-Chinese score was positively associated with burnout(r=0.36,P<0.001)and negatively related to role-related social support(r=—0.18,P=0.046),thereby establishing concurrent validity.Conclusion:The reliability and construct validity of the WFSRCs-S-Chinese suggest that this scale could be useful to assess inter-role conflicts among nurses with multiple roles in China.
