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Article(id=1322167911926579510, tenantId=1146029695717560320, journalId=1220038315760373764, issueId=1322167871413796899, articleNumber=null, orderNo=null, doi=10.12102/j.issn.1009-6493.2026.03.014, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1747843200000, receivedDateStr=2025-05-22, revisedDate=1767715200000, revisedDateStr=2026-01-07, acceptedDate=null, acceptedDateStr=null, onlineDate=1793158994895, onlineDateStr=2026-10-28, pubDate=1770652800000, pubDateStr=2026-02-10, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793158994895, onlineIssueDateStr=2026-10-28, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793158994895, creator=13701087609, updateTime=1793158994895, updator=13701087609, issue=Issue{id=1322167871413796899, tenantId=1146029695717560320, journalId=1220038315760373764, year='2026', volume='40', issue='3', pageStart='353', pageEnd='528', issueExtLink='null', onlineDate='null', pubDate='1770652800000', pubDateStr='2026-02-10', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793158985236, creator='13701087609', updateTime=1793158985236, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=448, endPage=454, ext={EN=ArticleExt(id=1322167912119517495, articleId=1322167911926579510, tenantId=1146029695717560320, journalId=1220038315760373764, language=EN, title=Sinicization of Clinical Nurse Education Skill Acquisition Assessment Scale and its reliability and validity test, columnId=1220689492655129450, journalTitle=Chinese Nursing Research, columnName=Scale Study, runingTitle=null, highlight=null, articleAbstract=
Objective

To translate the Clinical Nurse Education Skill Acquisition Assessment Scale into Chinese,and to test its reliability and validity.

Methods

The Brislin translation model was adopted for forward,back translation cultural adaptation and pre-survey of the Clinical Nurse Education Skill Acquisition Assessment Scale,the Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale was formed.April 2025,a total of 268 nursing instructors who worked at Affiliated Hospital of Shandong Second Medical University were selected as the research subjects.The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale was used for the investigation to test its reliability and validity.

Results

The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale included 5 dimensions and 24 items.The item-level content validity index(I-CVI) ranged from 0.880 to 1.000.The scale-level content validity index(S-CVI) was 0.986.The overall Cronbach's α coefficient of the scale was 0.929.The split-half coefficient was 0.810.Exploratory factor analysis extracted five common factors.The cumulative contribution rate of variance was 74.176%.Confirmatory factor analysis showed that all goodness-of-fit indices were within an acceptable range.

Conclusions

The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale has good reliability and validity and could be used as an effective assessment tool for the teaching self-efficacy of clinical nursing instructors in China.

, authors=Yixin SUN, Hongcai WANG, Qingchun SHAO, Weiwei NI, Qian WANG, Yudan ZHAO, authorsList=Yixin SUN, Hongcai WANG, Qingchun SHAO, Weiwei NI, Qian WANG, Yudan ZHAO, authorCompany=null, correspAuthors=Hongcai WANG, authorNote=null, correspAuthorsNote=
WANG Hongcai, E-mail:
, copyrightStatement=null, copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1322167912878686522, articleId=1322167911926579510, tenantId=1146029695717560320, journalId=1220038315760373764, language=CN, title=临床护理教师带教自我效能感知量表的汉化及信效度检验, columnId=1220689492902593405, journalTitle=护理研究, columnName=量表研究, runingTitle=null, highlight=null, articleAbstract=
目的

汉化临床护理教师带教自我效能感知量表（CNESAA），并进行信效度检验。

方法

遵循Brislin模式对临床护理教师带教自我效能感知量表进行翻译、回译、文化调适及预调查，形成中文版临床护理教师带教自我效能感知量表。选取2025年4月在山东第二医科大学附属医院工作的268名临床护理带教教师为研究对象，采用中文版临床护理教师带教自我效能感知量表进行问卷调查，评价量表的信效度。

结果

中文版临床护理教师带教自我效能感知量表包括5个维度，共24个条目；量表条目水平的内容效度指数（I-CVI）为0.880~1.000，量表水平的内容效度指数（S-CVI）为0.986；总量表的Cronbach´s α系数为0.929，折半信度为0.810；探索性因子分析共提取出5个公因子，累计方差贡献率为74.176%；验证性因子分析显示各项拟合指数均在可接受范围内。

结论

中文版临床护理教师带教自我效能感知量表具有良好的信效度，可作为我国临床护理教师带教自我效能的有效评估工具。

, authors=孙一鑫, 王红彩*, *, 邵清春, 倪伟伟, 王倩, 赵玉丹, authorsList=孙一鑫, 王红彩, 邵清春, 倪伟伟, 王倩, 赵玉丹, authorCompany=null, correspAuthors=王红彩, authorNote=

孙一鑫，主管护师，硕士研究生

, correspAuthorsNote=
王红彩，E-mail：
WANG Hongcai, E-mail:
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L, TSENG Y C, CHEN L C, journalName=Asian Nursing Research, refType=null, unstructuredReference=WU P L,TSENG Y C,CHEN L C,et al.Development and validation of Clinical Nursing Teacher Self-efficacy Scale and investigation of self-efficacy among clinical nursing teachers[J].Asian Nursing Research,2022,16(3):125-133., articleTitle=Development and validation of Clinical Nursing Teacher Self-efficacy Scale and investigation of self-efficacy among clinical nursing teachers, refAbstract=null), Reference(id=1322530248701363076, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, doi=null, pmid=null, pmcid=null, year=2023, volume=31, issue=1, pageStart=33, pageEnd=41, url=null, language=null, rfNumber=29, rfOrder=28, authorNames=WU P L, HO H H, journalName=Florence Nightingale Journal of Nursing, refType=null, unstructuredReference=WU P L,HO H H.Predictors of teaching self-efficacy in clinical nursing teachers:a cross-sectional study[J].Florence Nightingale Journal of Nursing,2023,31(1):33-41., articleTitle=Predictors of teaching self-efficacy in clinical nursing teachers:a cross-sectional study, refAbstract=null), Reference(id=1322530248776860549, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, doi=null, pmid=null, pmcid=null, year=2018, volume=65, issue=4, pageStart=586, pageEnd=595, url=null, language=null, rfNumber=30, rfOrder=29, authorNames=GARNER S L, KILLINGSWORTH E, BRADSHAW M, journalName=International Nursing Review, refType=null, unstructuredReference=GARNER S L,KILLINGSWORTH E,BRADSHAW M,et al.The impact of simulation education on self-efficacy towards teaching for nurse educators[J].International Nursing Review,2018,65(4):586-595., articleTitle=The impact of simulation education on self-efficacy towards teaching for nurse educators, refAbstract=null)], funds=null, companyList=[AuthorCompany(id=1322530243278127924, tenantId=1146029695717560320, 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Exploratory factor analysis results of the Chinese version of the Clinical Nurse Education Skill Acquisition Assessment Scale

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条目促进学生学习参与学术活动理论与实践结合履行带教职责注重个人专业发展
条目1：设计新的教学策略，改善临床护理教学0.785
条目2：创造学习机会，帮助实习生适应临床环境0.790
条目3：选择合适的教学策略，帮助实习生有效学习0.628
条目4：制定计划，帮助实习期间存在实习困难的学生0.842
条目5：根据不同临床场景，选取行之有效的评估策略0.821
条目6：根据实习生考核评价结果，优化临床教学流程0.872
条目7：不断调整、创新教学策略，以满足不同实习生的学习需求0.891
条目8：知晓课程学习与临床实习之间的内在联系0.923
条目9：知晓课程设计与临床实习设计的关系0.903
条目10：知晓实习内容如何满足课程学习目标0.554
条目11：制定契合实习目标的主要临床教学内容0.914
条目12：运用最佳证据与临床知识，科学规划临床教学活动0.856
条目13：作为团队成员积极参与各类学术活动0.758
条目14：在本专业领域内能自主设计和实施研究0.837
条目15：应用前沿信息，提升临床护理教学技能0.935
条目16：通过多学科协作，推动医、教、研协同发展0.834
条目17：明确自身作为临床带教老师在临床教学中的领导能力0.778
条目18：在临床实践中担任实习生、新入职护士、年轻带教老师的导师0.648
条目19：平衡临床带教、理论授课、学术研究及临床工作间的关系0.771
条目20：在临床工作中营造尊重、协作、专业、进取且关爱的良好氛围0.587
条目21：推动临床护理教育领域的改革创新0.683
条目22：参加各项专业活动，实现个人成长目标0.940
条目23：识别个人专业发展需求，明确提升方向0.626
条目24：通过自我反思、实践经验及专业发展，切实提升临床教学技能0.925
), ArticleFig(id=1322530245996036963, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, language=CN, label=表1, caption=

中文版临床护理教师带教自我效能感知量表探索性因子分析结果

, figureFileSmall=null, figureFileBig=null, tableContent=
条目促进学生学习参与学术活动理论与实践结合履行带教职责注重个人专业发展
条目1：设计新的教学策略，改善临床护理教学0.785
条目2：创造学习机会，帮助实习生适应临床环境0.790
条目3：选择合适的教学策略，帮助实习生有效学习0.628
条目4：制定计划，帮助实习期间存在实习困难的学生0.842
条目5：根据不同临床场景，选取行之有效的评估策略0.821
条目6：根据实习生考核评价结果，优化临床教学流程0.872
条目7：不断调整、创新教学策略，以满足不同实习生的学习需求0.891
条目8：知晓课程学习与临床实习之间的内在联系0.923
条目9：知晓课程设计与临床实习设计的关系0.903
条目10：知晓实习内容如何满足课程学习目标0.554
条目11：制定契合实习目标的主要临床教学内容0.914
条目12：运用最佳证据与临床知识，科学规划临床教学活动0.856
条目13：作为团队成员积极参与各类学术活动0.758
条目14：在本专业领域内能自主设计和实施研究0.837
条目15：应用前沿信息，提升临床护理教学技能0.935
条目16：通过多学科协作，推动医、教、研协同发展0.834
条目17：明确自身作为临床带教老师在临床教学中的领导能力0.778
条目18：在临床实践中担任实习生、新入职护士、年轻带教老师的导师0.648
条目19：平衡临床带教、理论授课、学术研究及临床工作间的关系0.771
条目20：在临床工作中营造尊重、协作、专业、进取且关爱的良好氛围0.587
条目21：推动临床护理教育领域的改革创新0.683
条目22：参加各项专业活动，实现个人成长目标0.940
条目23：识别个人专业发展需求，明确提升方向0.626
条目24：通过自我反思、实践经验及专业发展，切实提升临床教学技能0.925
), ArticleFig(id=1322530246084117348, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, language=EN, label=Table 2, caption=

Correlation coefficients between dimensions of the Chinese version of the Clinical Nurse Education Skill Acquisition Assessment Scale

, figureFileSmall=null, figureFileBig=null, tableContent=
维度促进学生学习理论与实践结合注重个人专业发展参与学术活动履行带教职责
促进学生学习1.000
理论与实践结合0.4971.000
注重个人专业发展0.5410.4771.000
参与学术活动0.6530.5170.6141.000
履行带教职责0.4960.3540.3760.5811.000
), ArticleFig(id=1322530246159614821, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, language=CN, label=表2, caption=

中文版临床护理教师带教自我效能感知量表各维度间的相关系数

, figureFileSmall=null, figureFileBig=null, tableContent=
维度促进学生学习理论与实践结合注重个人专业发展参与学术活动履行带教职责
促进学生学习1.000
理论与实践结合0.4971.000
注重个人专业发展0.5410.4771.000
参与学术活动0.6530.5170.6141.000
履行带教职责0.4960.3540.3760.5811.000
), ArticleFig(id=1322530246235112294, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, language=EN, label=Table 3, caption=

Cronbach's alpha coefficient for the Chinese version of the Clinical Nursing Teacher Self Efficacy Perception Scale and each dimension

, figureFileSmall=null, figureFileBig=null, tableContent=
项目条目数（个）Cronbach's α系数
总量表240.929
促进学生学习70.900
理论与实践结合40.866
注重个人专业发展30.811
参与学术活动50.864
履行带教职责50.885
), ArticleFig(id=1322530246310609767, tenantId=1146029695717560320, journalId=1220038315760373764, articleId=1322167911926579510, language=CN, label=表3, caption=

中文版临床护理教师带教自我效能感知量表及各维度的Cronbach's α系数

, figureFileSmall=null, figureFileBig=null, tableContent=
项目条目数（个）Cronbach's α系数
总量表240.929
促进学生学习70.900
理论与实践结合40.866
注重个人专业发展30.811
参与学术活动50.864
履行带教职责50.885
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临床护理教师带教自我效能感知量表的汉化及信效度检验
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孙一鑫 , 王红彩 *, * , 邵清春 , 倪伟伟 , 王倩 , 赵玉丹
护理研究 | 量表研究 2026,40(3): 448-454
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护理研究 |量表研究 2026 , 40 (3) : 448 -454
临床护理教师带教自我效能感知量表的汉化及信效度检验
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孙一鑫, 王红彩*, * , 邵清春, 倪伟伟, 王倩, 赵玉丹
作者信息
  • 1山东第二医科大学附属医院，潍坊市临床护理研究重点实验室，山东 261041
通讯作者:
王红彩，E-mail：
WANG Hongcai, E-mail:
作者简介:

孙一鑫，主管护师，硕士研究生

Sinicization of Clinical Nurse Education Skill Acquisition Assessment Scale and its reliability and validity test
Yixin SUN, Hongcai WANG , Qingchun SHAO, Weiwei NI, Qian WANG, Yudan ZHAO
Affiliations
  • 1Affiliated Hospital of Shandong Second Medical University, Weifang Key Laboratory for Clinical Nursing Research, Shandong 261041 China
    • Corresponding Author:
    WANG Hongcai, E-mail:
出版时间: 2026-02-10 doi: 10.12102/j.issn.1009-6493.2026.03.014
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目的

汉化临床护理教师带教自我效能感知量表（CNESAA），并进行信效度检验。

方法

遵循Brislin模式对临床护理教师带教自我效能感知量表进行翻译、回译、文化调适及预调查，形成中文版临床护理教师带教自我效能感知量表。选取2025年4月在山东第二医科大学附属医院工作的268名临床护理带教教师为研究对象，采用中文版临床护理教师带教自我效能感知量表进行问卷调查，评价量表的信效度。

结果

中文版临床护理教师带教自我效能感知量表包括5个维度，共24个条目；量表条目水平的内容效度指数（I-CVI）为0.880~1.000，量表水平的内容效度指数（S-CVI）为0.986；总量表的Cronbach´s α系数为0.929，折半信度为0.810；探索性因子分析共提取出5个公因子，累计方差贡献率为74.176%；验证性因子分析显示各项拟合指数均在可接受范围内。

结论

中文版临床护理教师带教自我效能感知量表具有良好的信效度，可作为我国临床护理教师带教自我效能的有效评估工具。

临床护理教师  /  自我效能  /  量表  /  信度  /  效度
Objective

To translate the Clinical Nurse Education Skill Acquisition Assessment Scale into Chinese,and to test its reliability and validity.

Methods

The Brislin translation model was adopted for forward,back translation cultural adaptation and pre-survey of the Clinical Nurse Education Skill Acquisition Assessment Scale,the Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale was formed.April 2025,a total of 268 nursing instructors who worked at Affiliated Hospital of Shandong Second Medical University were selected as the research subjects.The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale was used for the investigation to test its reliability and validity.

Results

The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale included 5 dimensions and 24 items.The item-level content validity index(I-CVI) ranged from 0.880 to 1.000.The scale-level content validity index(S-CVI) was 0.986.The overall Cronbach's α coefficient of the scale was 0.929.The split-half coefficient was 0.810.Exploratory factor analysis extracted five common factors.The cumulative contribution rate of variance was 74.176%.Confirmatory factor analysis showed that all goodness-of-fit indices were within an acceptable range.

Conclusions

The Chinese version of Clinical Nurse Education Skill Acquisition Assessment Scale has good reliability and validity and could be used as an effective assessment tool for the teaching self-efficacy of clinical nursing instructors in China.

clinical nursing teachers  /  self-efficacy  /  scale  /  reliability  /  validity
孙一鑫, 王红彩, 邵清春, 倪伟伟, 王倩, 赵玉丹. 临床护理教师带教自我效能感知量表的汉化及信效度检验. 护理研究, 2026 , 40 (3) : 448 -454 . DOI: 10.12102/j.issn.1009-6493.2026.03.014
Yixin SUN, Hongcai WANG, Qingchun SHAO, Weiwei NI, Qian WANG, Yudan ZHAO. Sinicization of Clinical Nurse Education Skill Acquisition Assessment Scale and its reliability and validity test[J]. Chinese Nursing Research, 2026 , 40 (3) : 448 -454 . DOI: 10.12102/j.issn.1009-6493.2026.03.014
正文
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临床实践教学是护理教育中的重要环节[1]，临床教育的目标是为护理学生提供将理论知识融入临床的机会。临床护理带教教师在护生实践能力的培养过程中承担着重要角色[2]，但临床教师多为医学院校毕业，并非经过专业培训的师范生，带教老师需要通过不断学习提升自身教学技能[3]。带教自我效能是指带教老师对自身能否成功完成带教任务或达成带教目标的自信心与能力。研究表明，随着一个人职业生涯的发展，自我效能可能会发生变化，临床带教教师的自我效能受到临床经验[4-6]、在职培训和持续专业发展[7-8]以及教学辅助工具、教学基础设施等[9-10]的影响。且研究显示，带教自我效能水平低会影响对实习生的培训培养效果[11]。临床教师承担着临床护理工作和带教教师的双重角色，需要在护理病人和临床教学之间取得平衡[12]。因此，有必要进一步探索和发展临床教师自我效能这一概念，以确定其对学生和病人结局的影响，以及对临床教育和实践的意义。目前，我国尚未检索到有效且可靠的衡量临床护理教师带教自我效能的评估工具。本研究汉化临床护理教师带教自我效能感知量表（Clinical Nurse Education Skill Acquisition Assessment Scale，CNESAA）并对其进行信效度检验，用以评价我国临床护理教师带教自我效能水平，以期为制定临床护理教师培训培养计划提供依据。
1　研究方法
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1.1　原量表的介绍
2012年，Ramsburg等[13]开发了护士教育技能获取评估工具（Nurse Education Skill Acquisition Assessment，NESAA）。NESAA共40个条目，用于测量课堂环境中护理教育者的信心。2017年，Nguyen等[14]在护士教育技能获取评估工具的基础上，删除与临床教学无关的2个条目后对其进行了4次修订，最终研发了临床护理教师带教自我效能感知量表，用于评价临床护士教育者在临床教学中感知到的角色信心。临床护理教师带教自我效能感知量表包括5个维度，共24个条目，所有条目均为正向计分，采用Likert 10级评分法，从“完全不自信”到“极其自信”分别计0~9分，总分0~216分，得分越高，表示受试者带教自我效能感越高。该量表在越南、澳大利亚人群中广泛应用，总量表的Cronbach's α系数为0.950，各维度的Cronbach's α系数为0.830~0.920，具有较好的信效度。
1.2　量表翻译
1.2.1　直译与回译
获得原作者授权后，基于Brislin模式[15-16]对英文版问卷进行直译和回译。课题组将2份回译稿与原问卷进行比较分析，得到中文版临床护理教师带教自我效能感知量表初稿。
1.2.2　文化调适
结合中文版临床护理教师带教自我效能感知量表初稿编制专家咨询问卷，咨询问卷从“完全不相关”到“完全相关”计1~5分，以>3分为内容相关。根据跨文化调试指南，进行2轮专家咨询[17]。专家纳入标准：1）从事相关工作时间≥20年；2）高级职称且精通英语，具备翻译能力；3）具有本科及以上学历。邀请专家进行相关性评分，并查看问卷的语言表述是否符合我国的文化习惯。本研究共邀请9名专家，包括护理管理专家3人，护理教育专家6人；硕士研究生2人，本科7人；硕士研究生导师4人，本科生导师5人；9名专家从事临床护理带教24~39（30.33±4.92）年。课题组成员根据专家意见修改条目，形成预调查版本。
1.3　预调查
2025年3月采用便利抽样法对山东第二医科大学附属医院的30名临床护理教师进行预调查，以了解受试者对预调查版量表全部条目的理解程度，并记录疑问点和填写问卷的时间。纳入标准：1）医院护理部名单中注册的临床护理教师；2）知情同意，自愿参加。排除正在参与其他教学研究项目者。在调查结束后，课题组整理和分析临床护理教师提出的疑问并对量表内容进行修订，经课题组讨论，形成中文版临床护理教师带教自我效能感知量表终稿。
1.4　量表的信效度检验
1.4.1　调查对象
采用便利抽样法选取2025年4月山东第二医科大学附属医院在院的临床护理教师，纳入与排除标准同预调查。中文版临床护理教师带教自我效能感知量表共24个条目，样本量以问卷条目数的5~10倍[18]，考虑20%失访率，调查所需样本量应不少于144人；本研究共发送调查问卷300份，回收有效问卷268份，有效回收率为89.3%。本研究已经过山东第二医科大学附属医院伦理审查（编号：SDSMU-2025-qt-34）。
1.4.2　调查问卷
1.4.2.1　一般资料调查表
自行设计一般资料调查表，包含性别、年龄、职务、带教年限、带教人数、学历、工作科室等信息。
1.4.2.2　中文版临床护理教师带教自我效能感知量表
该量表包括促进学生学习、理论与实践结合、参与学术活动、履行带教职责、注重个人专业发展5个维度，共24个条目。采用Likert 10级评分法，从“完全不自信”到“极其自信”分别赋0~9分，总分0~216分，得分越高表示带教自我效能感越高。
1.4.3　资料收集方法
在医院临床护理教师群中发布问卷星二维码，设置问卷填写完成时间，答题时间短于60 s的问卷予以删除。
1.4.4　统计学方法
采用SPSS 23.0软件进行一般资料分析和探索性因子分析，并运用AMOS 24.0软件进行验证性因子分析。以P<0.05为差异有统计学意义。
1.4.4.1　项目分析
1）临界比值法：将所有评分由低到高排列，前27%为低分组，后27%为高分组[19]。采用两独立样本t检验，P<0.05且临界比值（CR）>3的条目提示区分度良好，予以保留[20]。2）相关系数法：计算各条目得分与所属维度得分的相关系数（r），当相关系数<0.4时，认为条目与量表间相关性较低，考虑删除条目[21]。
1.4.4.2　效度分析
1）内容效度：邀请8名相关专业专家进行评价，以条目水平的内容效度指数（I-CVI）和量表水平的内容效度指数（S-CVI）评价内容效度。2）结构效度：随机选取134份数据进行探索因子分析，根据主成分法提取特征值>1的公因子，累方差贡献率>50%提示结果可接受。采用最大方差正交旋转法，旋转后因子载荷≥0.4时，说明结构效度良好[22]。剩余134份数据进行验证性因子分析，测量模型拟合情况。
1.4.4.3　信度分析
采用Cronbach's α系数和折半信度评价量表的信度。总量表的Cronbach´s α系数>0.8、各维度的Cronbach´s α系数>0.6，说明量表的信度较好[23-24]；采用Spearman-Brown进行折半信度分析，计算相关系数[25]。采用平均提取方差值（AVE）和组合信度评价量表的收敛效度，采用AVE平方根与相关系数评价量表区分效度[26]。
2　结果
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2.1　文化调适和预调查结果
根据专家咨询反馈结果，问卷做以下修改：1）条目“构思新的教学策略，助力临床护理教学”改为“设计新的教学策略，改善临床护理教学”，更符合我国文化语境；2）条目“创造学习机会，促进实习生融入临床环境”将“促进实习生融入临床环境”改为“帮助实习生适应临床环境”；3）考虑到大部分临床护理教师的科研能力有限，将“开展学术活动”改为“参与学术活动”。
2.2　临床护理教师一般资料
268名临床护理教师中，男15人（5.60%），女253人（94.40%）；年龄27~54（35.81±4.50）岁；从事带教年限2~30（8.11±5.62）年；专科2人（0.75%），本科250人（93.28%），硕士研究生16人（5.97%）。
2.3　专家函询结果
2轮专家咨询问卷回收率均为100%，专家权威系数均为0.87；肯德尔和谐系数分别为0.394和0.376（均P<0.01）。
2.4　项目分析
临界比值法结果显示，各条目CR值为25.471~39.206（均P<0.001）,说明量表各条目的区分度较好。Pearson相关性分析结果显示，24个条目与所属维度相关系数为0.771~0.969，均>0.4，差异均有统计学意义（P<0.001），表明条目与所属维度相关性较好，保留所有条目。
2.5　效度
2.5.1　内容效度
根据专家评价结果，中文版临床护理教师带教自我效能感知量表I-CVI为0.880~1.000，S-CVI为0.986，问卷内容效度较好。
2.5.2　结构效度
2.5.2.1　探索性因子分析
因子分析适宜性检验结果显示，KMO值为0.725，Bartlett's球形检验P<0.001，提示量表适合进行因子分析。以最大方差正交旋转法提取5个特征值>1的公因子，因子1~5的累计方差贡献率依次为21.362%，37.908%，52.442%，63.678%，74.176%。探索性因子分析结果显示，各条目在公因子上载荷均>0.4，提示问卷结构效度较好，将形成的5个因子分别命名为促进学生学习（7个条目）、参与学术活动（5个条目）、理论与实践结合（4个条目）、履行带教职责（5个条目）、注重个人专业发展（3个条目），共24个条目。中文版临床护理教师带教自我效能感知量表探索性因子分析结果见表1。
2.5.2.2　验证性因子分析
结果显示，卡方自由度比（χ2/ν）=1.187，相对拟合指数（comparative fit index，CFI）=0.973，非规准适配指数（Tucker-Lewis Index，TLI）=0.969、增量拟合指数（incremental fit index，IFI）=0.974，近似误差均方根（root mean square error of approximation，RMSEA）=0.037，残差均方和平方根（root mean square residual，RMR）=0.054，显示各项拟合指数均在可接受范围内，中文版临床护理教师带教自我效能感知量表的验证性因子分析路径图见图1。
2.5.2.3　收敛效度
促进学生学习、理论与实践结合、注重个人专业发展、参与学术活动、履行带教职责5个维度的组合信度依次为0.908，0.863，0.819，0.850，0.889。AVE依次为0.584，0.612，0.602，0.531，0.616，表示具有较好的收敛效度[26]。
2.5.2.4　区分效度
促进学生学习、理论与实践结合、注重个人专业发展、参与学术活动、履行带教职责5个维度AVE的平方根依次为0.764,0.782,0.776，0.729，0.785，均大于各维度的相关系数，区分效度可接受[26]，各维度间的相关系数见表2。
2.6　信度
中文版临床护理教师带教自我效能感知量表总体Cronbach´s α系数为0.929，>0.8；折半信度为0.810。表明问卷具有较好的内部一致性[27]；各维度Cronbach´s α系数见表3。
3　讨论
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3.1　中文版临床护理教师带教自我效能感知量表具有良好的效度和信度
本研究在量表汉化的过程中严格遵循Brislin经典翻译模式，翻译人员均具备相应资质，将回译稿与原量表进行充分对比，由课题组成员重新翻译并界定不同之处，保证了中文版量表的准确性和一致性；课题组邀请了相关领域的专家进行了2轮专家咨询，保证了中文版量表的文化适应性。Nguyen等[14]在修订原量表时，详细介绍了修订后的量表用于测量临床护理教师带教自信心水平，并采用Likert 10级评分法计分，故经课题组共同商讨后，将量表题目汉化为临床护理教师带教自我效能感知量表。中文版临床护理教师带教自我效能感知量表I-CVI为0.880~1.000，S-CVI为0.986，表明问卷内容效度较好。在结构效度检验中，探索性因子分析共提取出5个公因子，累计方差解释率为74.176%，表明问卷结构的合理性；收敛效度中5个因子的AVE值均>0.500，表明量表具有较高的内部一致性；AVE平方根均大于相应维度的相关系数，表明量表区分效度较好；在信度检验中，问卷总Cronbach's α系数为0.929，各维度Cronbach's α系数为0.811~0.900，说明中文版临床护理教师带教自我效能感知量表在测量过程中具有较高的稳定性和可靠性。
3.2　中文版临床护理教师带教自我效能感知量表汉化的意义
自我效能感是班杜拉社会认知理论的一个重要组成部分。教师自我效能感在教育领域得到了广泛的研究[28-29],自我效能水平的高低影响教师教学行为以及学生的成绩和学习动机。但较多学者以在校教师为研究对象，少有学者对临床教师自我效能感进行研究。研究显示，自我效能水平的高低不仅会影响学生的临床实践效果，还会对病人的治疗效果产生影响，高自我效能感的带教老师在指导护生时更加自信、专业，能够更好地监督护生的临床操作，及时纠正错误，降低护理差错事故的发生率，从而保障病人安全，提高病人的护理满意度[30]。通过对临床护理带教教师自我效能感水平的研究，可以在临床医学教育和实践中提出建议，以不断提高带教教师的自我效能，这对于提升临床护理实践的整体水平、改善病人的就医体验和治疗效果具有重要价值。中文版临床护理教师带教自我效能感知量表基于我国文化背景和护理教育特点，更能准确测量出带教老师在临床教学各方面的自信程度，为其他学者开展相关研究提供了更贴合实际的测量工具，通过针对性评估，教育管理者可以深入了解带教老师队伍的优势与不足，为后续有针对性地制订培训计划、开展教学支持活动提供数据支撑，从而提升整体临床护理教育质量。未来研究可考虑进行多中心、大样本调查研究，以进一步验证问卷的有效性和科学性。

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2026年第40卷第3期
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doi: 10.12102/j.issn.1009-6493.2026.03.014
  • 接收时间：2025-05-22
  • 首发时间：2026-10-28
  • 出版时间：2026-02-10
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  • 收稿日期：2025-05-22
  • 修回日期：2026-01-07
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    1山东第二医科大学附属医院，潍坊市临床护理研究重点实验室，山东 261041

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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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