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Recently years, the nursing environment changed and increased heavy work loading to the clinical instructor, and caused clinical instructors to have job stress. At this transformed process, clinical instructors are easy to have the situation of burnout, and affected their professional commitment. This study is aimed to use the view of social exchange theory to discuss the relationship among job stress, burnout, professional commitment and perceived organizational support. The hypotheories are as below: H1¡GClinical instructors¡¦ Job Stress negatively and significantly affected Professional Commitment. H2¡GClinical instructors¡¦ Job Stress positively and significantly affected Burnout. H3¡GClinical instructors¡¦ Burnout negatively and significantly affected Professional Commitment. H4¡GClinical instructors¡¦ Burnout as an mediator positively and significantly affected to the relationship between Job Stress and Professional Commitment. H5¡GClinical instructors¡¦ Perceived Organizational Support as the moderator positively and significantly affected to the relationship between Burnout and Professional Commitment. The samples were collected from the clinical instructors who worked at Technology universities, Technical colleges, Junior colleges which located in north, central and south of Taiwan. And used the methods of descriptive statistic, factor analysis, reliability examination, difference analysis, relative analysis, regression analysis, hierarchical regression analysis, the results as below: H1¡GClinical instructors¡¦ job stress negatively and significantly affected professional commitment. H2¡GClinical instructors¡¦ job stress positively and significantly affected burnout. H3¡GClinical instructors¡¦ burnout negatively and significantly affected partial professional commitment. H4¡GClinical instructors¡¦ burnout as partial mediator positively and significantly affected to the relationship between job stress and professional commitment. H5¡GClinical instructors¡¦ perceived organizational support as partial moderator positively and significantly affected to the relationship between burnout and professional commitment. The finding is indicated that suitable job stress could raise clinical instructor¡¦s professional commitment, especially on self-esteem; and heavy work loading increased clinical instructors¡¦ burnout, especially for high burnout situation, their affective and normative commitment will be lower; Besides, in our study, Clinical instructors¡¦ burnout as an partial mediator affected to the relationship between job stress and professional commitment, and their organizational support as a partial affected to the relationship between burnout and professional commitment.

Clinical instructors may have a negative or positive effect on student’s clinical practice. The behavioral characteristics of respiratory therapy clinical instructors are vital to the success of student’s clinical learning experience. Therefore, respiratory therapy student’s perception of the effectiveness of the clinical instructor’s behavior is an important indicator to modify and facilitate effective clinical instruction. PURPOSE: The purpose of this study was to identify the most effective clinical teaching behaviors (ECTB) perceived by undergraduate respiratory therapy (BSRT) and integrated graduate respiratory therapy (MSRT) students and to identify any similarities in their rankings. METHODS: The study used descriptive exploratory design with a self-reporting survey. The survey was administered to a convenience sample of first and second year BSRT and MSRT students attending an accredited respiratory therapy program at an urban university located in the southeastern United States. The survey consisted of 35 teaching behaviors presented on a five-point Likert scale according to importance. The collected data were analyzed using descriptive statistics. RESULTS: Seventy-two students were surveyed, more than two-thirds of the respondents were female. Seventy-five percent of respondents studied were BSRT, which females accounted for 78% and males 22%. Graduate MSRT studied were 25% of the total sample with females and males equally split at 50%. Two thirds of MSRT students reported previous education with BSRT students reporting less than one-quarter. The study findings indicate BSRT and MSRT students’ perceptions ranking of the most important behavioral characteristics hold similarities but both perceive the ordered rank of importance differently. Both BSRT and MSRT students ranked “be approachable” as the most important clinical behavioral characteristic with mean scores and S.D respectively (M 4.89, S.D ±0.37, and M 4.94, S.D ±0.24). Additionally, BSRT students rank the characteristic “respect student as an individual” (M 4.87, S.D ±0.34) next significant while MSRT students rank “demonstrate self-control & patience” (M 4.94, S.D ±0.23) the next highest. CONCLUSION: Although BSRT and MSRT students’ perceptions demonstrated similarities, mean scores data between first year and second year show a shift in ranking between characteristics. This may be because student’s perceptions could change as they advance in their clinical course work or their past educational experience. In addition, the results may assist respiratory therapy clinical instructors to appreciate students’ views and acknowledge areas of success as well as areas needing improvement.

Purpose: The profession of physical therapy uses physical therapist clinical instructors to educate students in the clinical education portion of the curriculum. The requirements to become a clinical instructor are minimal and non- specific regarding formal training and development. A variety of educational opportunities is available to clinical instructors, but the evidence in the physical therapy literature is conflicting regarding the effectiveness of these programs. Additionally, no previous research regarding the meaning of competence, nor the pathway to achieving competence as a clinical instructor was found. Therefore, the purpose of this study was to describe the experience of achieving competence as perceived by clinical instructors who have chosen different paths toward becoming effective CIs. Methods: This study utilized phenomenological methodology to explore the meaning of clinical instructor competence and the experience of achieving competence from the perspectives of the clinical instructors themselves. Data was collected through the use of focus groups, semi-structured interviews and written statements. Data was analyzed for themes using thematic analysis. Participants: A purposive sample of twenty-nine physical therapist clinical instructors was recruited to participate in five focus groups, each group consisted of 5-7 participants. Results: An overarching theme of “Empowerment” emerged from the data analysis of the transcriptions and field notes. This overarching theme was supported by eight themes which resonated across the five focus groups. These themes were 1: The meaning of competence, 2: “My first student”, 3: Finding the way, 4: Feeling supported, 5: A fork in the road, 6: Barriers to achieving competence, 7: The “ah-ha” moment, 8: “Ongoing road”. Conclusion: The results of this study provide a description and interpretation of the meaning of clinical instructor competence and the journey of achieving competence. These findings can inform and empower clinical instructors on their own journey to competence. CCCEs may also find a deeper awareness of the meaning of competence and the importance of providing support for CIs. The physical therapy education community and it’s professional bodies can also be informed by these findings in establishing a definition of clinical instructor competence. As well as give direction to future efforts and programs designed to prepare clinicians to effectively educate students in the clinic setting.

Background: Clinical instructors are expected to be excellent practitioners with great teaching skills. They play a vital role in teaching the next generation of respiratory therapists (RTs). Because clinical instructors impact the learning process of teaching the next generation, it is important to identify the effective teaching characteristics that contribute to the clinical success of the student from the perspective of RT faculty. PURPOSE: The aim of this study was to identify effective behavioral teaching characteristics of clinical instructors that are deemed most and least important by RT faculty in the State of Georgia. METHODS: Data were collected through a descriptive survey. The survey was adapted and emailed to all RT faculty members listed on The Georgia Society for Respiratory Care (GSRC) website. The survey consisted of three main domains: professional competence, relationship with students, and personal attributes. Thirty-five behavioral teaching characteristics were presented on a five-point Likert scale according to importance. RESULTS: Nineteen responses were received out of forty emailed surveys, with a response rate of 47.5%. The majority of participants indicated a master degree as their highest degree. Almost 58% of the participants teach at programs that offer associate degree. The study findings indicated faculty members’ perceptions ranking of the most important behavioral teaching characteristics hold a lot of similarities and some differences. Among all provided teaching characteristics, “Facilitate critical thinking in clinical practice was perceived as the most important behavioral teaching characteristic with mean scores and S.D of (M 4.89, S.D ±0.31), respectively. In the domain of relationship with students, “Encourage students to feel free to ask questions or ask for help” was ranked the highest by the participants with a mean of 4.57 and S.D of ±0.50. In the personal attributes domain, “Able to collaborate with other disciplines” was ranked as the most important characteristic with mean scores and S.D respectively (M 4.68, S.D ±0.47). CONCULSION: Faculty from different program levels (associate, baccalaureate and master) agreed that “Facilitate critical thinking in clinical practice” was the most important characteristic. Based on these findings, it is highly recommend that clinical instructors strive to improve their attitudes toward students as the best way to achieve the goals of clinical teaching. They also showed the need for respiratory therapy programs to foster and to promote uniformly identified effective behavioral teaching characteristics.

Radiologic technologists who transition into the role of clinical instructor are usually expert practitioners but may lack knowledge of best practices regarding student instruction and evaluation. The purpose of this phenomenological qualitative study was to investigate how CIs experience the transition from practitioner to educator and what knowledge or education of best practices of instruction and evaluation they bring to the position. This study consisted of interviews with radiography CIs from one associate degree radiography program in the southeastern part of the United States. While some CIs felt prepared to transition into the CI role, none of them had previously had education regarding instruction. They were provided support as they transitioned, but little formal orientation or training. The results of this study should challenge radiography programs to implement or strengthen current orientation programs for new CIs who are critical to student success.

Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg’s two-factor motivator-hygiene theory (1959) was utilized as a foundation to explore the factors that impact intent to stay teaching. Methods: Adjunct clinical nurse faculty employed in associate degree nursing programs during the 2015 calendar year were invited to participate in this study. Participants were surveyed utilizing the Job Satisfaction Survey, the Nurse Educators’ Intent to Stay in Academe Scale, and demographic questionnaire via SurveyMonkey Web site. Results: Regression analysis indicated statistically significant relationships between job satisfaction, motivator, and hygiene factors with intent to stay score. In addition, faculty who had full-time employment outside of the adjunct position were found to have lower intent to stay scores compared to those working part time or not at all. Conclusions: Enhancement of adjunct clinical faculty members’ job satisfaction, motivator, and hygiene factors is necessary to retain this qualified group of educators. Improvement of intent to stay in the role can improve teaching and reduce costs at similar institutions of higher learning.

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BACKGROUND: Clinical facilities are essential components not only for health care delivery systems but also for health care education programs. The clinical learning environment is important in training the future workforce in healthcare. Respiratory therapy education programs face several issues with the need to prepare a proper learning environment in different clinical settings. PURPOSE: The purpose of this study was to determine the perceptions of respiratory therapy students on the learning environment of clinical facilities affiliated with a respiratory therapy program at an urban state university. METHODS: This study used an exploratory research design to evaluate the essential aspects of a clinical learning environment in respiratory therapy education. A self-reporting survey was utilized to gather data from 34 respiratory therapy students regarding their perception about the effectiveness of clinical facilities in respiratory therapy education. The researcher utilized The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale that was developed by Sarrikoski et al. (2008). The CLES+T evaluation scale was adapted and modified after a written agreement from the author. The survey included three main domains, which are the clinical learning environment (18 items), the supervision relationship (15 items), and the role of clinical instructors (9 items). Thirty-two students participated in the survey with a response rate of 94.1%. RESULTS: Responses included two groups of students: the second year undergraduate (68.8%) and graduate students (31.3%), with 75% being female participants. The results obtained from the study indicated that both graduate and undergraduate respiratory therapy students gave high mean scores to the learning environment of the clinical facilities, supervisory relationship and the roles of clinical instructors. A statistically significant data was obtained pertaining to the difference of perceptions regarding the multi-dimensional learning between the graduate and undergraduate students. The graduate students evaluated that “the learning situation are multi-dimensional” more than the undergraduate students (p = 0.03). Findings of this study showed that female students had higher ratings than male students in all evaluations of clinical facilities. However, only one dimension of leadership style stating that “the effort of individual employees was appreciated” was statistically significant (p=0.03). The results stating, the presence of a significant percentage of the students with lack of successful private supervision and high percentage of failed supervisory relationship, are in contrast with the fact that clinical learning plays a vital role in the respiratory therapy education. It is also contrasting that majority of the students experienced team supervision, which is against the philosophy and principles of individualization. CONCLUSION: Since respiratory therapy is a practice-based profession, it is essential to integrate clinical education to respiratory care education. Gender and education level may impact students’ perceptions about the learning environment of clinical facilities. This study provides information about areas for improvement in clinical facilities affiliated with a respiratory care education program at an urban university.