Purpose: The purpose of this study was to (1) add relevant contemporary items to develop an assessment
instrument for the self-efficacy of clinical nursing teachers, to verify and evaluate the validity and reliability
of the instrument, and (2) investigate the self-efficacy of clinical nursing teachers.
Method: A cross-sectional study was designed. A total of 205 clinical nursing teachers were recruited in
Taiwan. Data were collected using the Clinical Nursing Teacher Self-efficacy Scale. An exploratory factor
analysis was performed to examine the scale.
Results: The degree of self-efficacy of clinical nursing teachers was moderate to high. The 35-item scale
showed great psychometric qualities. The Cronbach coefficient of the overall scale was 0.92; and 0.83,
0.91, 0.93, and 0.87 on the four subscales were acceptable. Four factors were extracted by exploratory
factor analysis and explained 68.53% of the total variance. Four factors were (i) teachers' professional
growth ability, (ii) teaching ability, (iii) clinical nursing competencies, and (iv) personality traits. The
highest self-efficacy category evaluated by teachers was personality traits; the second was clinical
nursing competencies; after that, teaching ability and teachers’ professional growth ability. The item with
the lowest self-efficacy was foreign language ability (English).
Conclusion: Clinical nursing teachers have a moderate to high degree of self-efficacy. This scale with good
reliability and validity can be used for the training and evaluation of the self-efficacy of clinical nursing
teachers.