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Invitational teaching behaviors in the associate degree clinical setting.

Teaching in the clinical area provides some unique problems for the nurse educator. An effective clinical instructor is one whose teaching behaviors promote learning. This study investigated the relationship between the attitudes associate degree nursing students have toward their clinical learning experiences and their perceptions of the Invitational Teaching behaviors of the clinical instructor. The Invitational Teaching Survey and the Student Affective Outcome Measure (Amos, Purkey, & Tobias, 1984) were adapted to describe teaching behaviors in the clinical setting. Reliability studies were conducted on the revised instruments. The total scores and subscores yielded 15 relationships which were compared using Pearson Product Moment Coefficients. The correlations coefficients ranged from .39 to .69 and all were statistically significant at p less than .01. The results of this study indicated a strong relationship between students attitudes toward their clinical experience and their perceptions of the inviting teaching behaviors of their clinical instructor. The study yielded a reliable tool which can be used by instructors to identify the students' perceptions of their Invitational Teaching behaviors in the clinical setting.