id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_hc3cboxupfaitkp73wsvuu6i3y	Angela Christine Wolff	The process of maturing as a competent clinical teacher	1998.0	175	.pdf	application/pdf	49955	3609	50	3. Research studies providing data on competence of teachers and students in nursing on the teaching-learning process and not the teacher's clinical competence (Ward-Griffin & Participants who spoke of phase three had developed enough selfconfidence and competence to confront student learning issues. maturing as competent clinical teachers and self-confidence appeared to be during phase participants developed self-confidence and matured as competent clinical teachers they participants' own learning need(s) boosted their self-confidence as clinical teachers. strategies to address participants' learning needs included developing abilities as a clinical clinical teaching (e.g., developing student-teacher relationships and evaluation). competent clinical teachers by progressing to the second phase, building one's teaching clinical teachers to learn how to teach and further develop self-confidence. As participants progressed through the three-phased process they developed further selfconfidence and competence in their abilities to communicate effectively with students. becoming a competent clinical teacher and the facilitating of student learning. becoming a competent clinical teacher and the facilitating of student learning.	./cache/work_hc3cboxupfaitkp73wsvuu6i3y.pdf	./txt/work_hc3cboxupfaitkp73wsvuu6i3y.txt