临床教师

基本解释 (translations)

clinician  ·  clinicians

与临床教师相关的网络例句 [注：此内容来源于网络，仅供参考]

To bring up the clinical ideation of the frosh,the teacher should definitely understand that the diagnostics of TCM must be the principal basic courses;analyze their current ideation and bring up their thinking mode of TCM;optimize and conform the contents of the teaching material;handpick and abstract the cruces;combine the didactical content closely,and intensify exercitation in time,and so on.

提出要培养一年级学生临床思维能力，教师应从明确《中医诊断学》应成为培养中医学生临床思维能力的先导基础课程，分析学生思维现状、培养中医思维模式；优化整合教材内容、精选提炼学习要点；紧密结合教学内容，及时强化实作训练等方面入手。

Due to time limit, variation in patient encounter and shortage of manpower, clinical teachers can hardly know what students have actually learned and give them timely feedback.

由於时间及人力的限制，临床教师很难掌握学生学习程度，无法提供他们适时的回馈，也因此更不能确定是否已达成教育的目标。

According to performance degree of the positive symptom as the below: compulsion, physical symptom, human sensibility, antagonism, depression, bigot, anxiety, terror, and psychoneurosis; the mental health state of the primary school teachers is better than the middle school teachers; the senior middle school teachers have the worst mental health state; the mental health level of male teachers are equal to the female teachers; the mental health level of the teachers in charge of classes are equal to the teachers not in charge of classes, there is not notable difference; the teachers mental health level in each age-phase almost the same; the factors of the primary and middle school teachers divorced are higher than the single teachers and the teachers married, there is not notable difference.

本研究采用SCL-90临床症状自评量表，对258名中小学教师进行测试，探讨中小学教师心理健康的状况，结果表明：中小学教师的心理健康水平低于全国普通人群，心理健康问题的检出率为15.9%，按其阳性症状的表现程度依次为：强迫、躯体化、人际敏感、敌对、抑郁、偏执、焦虑、恐怖、精神病性；小学教师的心理健康状况比中学教师好，高中教师的心理健康状况最差；男女教师心理健康水平在总体上基本相当；班主任和非班主任的心理健康水平基本相当，没有显著差异；各年龄阶段的教师心理健康水平基本相当；离婚的中小学教师各因子分略高于未婚和结过婚的教师，但差异不显著。

This study investigated the status of college young teachers' mental with SCL-90 and EPQ. It shows that there are four problems about college young teachers' mental health: body and mind, interpersonal relationships, stress, emotional stability. We create the model of college young teachers' mental health training according to behavioristic learning idea .

本研究采用临床症状自评量表(SCL-90)和艾森克个性问卷对亮校青年教师心理健康状况进行调查，结果显示高校青年教师主要存在的问题表现在生理与心理问题、人际关系问题、心理压力问题、情绪稳定性问题等四方面。

and Recommendations: Approximately 90% of professional nurses realized the important roles of preceptors and 85% of them identified the responsibilities of guiding new staff nurses.

结论与建议：将近九成的护理师体认到护理临床教师是非常重要的角色，超过八成五的护理师能认同指导新进人员是共同的义务。

Other than descriptive and binomial variable analyses, associated factors influencing perception and willingness of preceptors to guide new staff nurses were investigated by multiple regression analysis.

除描述性分析及双变项分析外，并运用复回归分析探讨影响护理临床教师指导新进人员之认知与意愿及其相关因素。

Therefore, patient numbers for preceptors to take care of should be decreased within the teaching duration, as well as continuous related education programs, reasonable feedback and support ought to be arranged. Therefore, with the prerequisite of patients' safety and good quality of healthcare, preceptors and new staff nurses can profit from each other in win-win situation.

建议护理临床教师指导新进人员期间，应确实减少照护病人数，给予充足的教学回馈时间，持续安排适当的教学相关训练课程及提供合理的报偿与支持，才能在兼顾病人安全及医疗照护品质前提下，让护理临床教师与新进人员获得教学相长的双赢经验。

Although up to 89.0% of participants agreed with the important roles and function of preceptors to new staff nurses, only 29.4% of them had enough time to direct those beginners; also, only 42.1% of senior nurses would like to teach new staff nurses during their off-duty period. 42.6% and 55.2% of them were well prepared to be preceptors and willing to teach novices respectively.

虽有高达89.0%认同护理临床教师对新进护理人员的角色与功能非常重要，却只有29.4%表示有足够的时间指导新进人员，只有42.1%同意花费上班外时间指导新进人员，只有42.6%表示已经准备好担任护理临床教师，愿意担任护理临床教师指导新进人员的也只有55.2%。

The factors affected preceptors to teach new new staff nurses were their seniority, hierarchies in the hospitals, perception of teaching beginners, organizational commitment, days of attending related educational courses, and support of nursing chiefs to clinical mentors.

影响护理临床教师指导新进人员意愿之相关因素为工作年资、医院层级、指导新进人员之认知、组织承诺、参与临床教师培育课程天数及护理主管对护理临床教师之支持度。