Clinical teacher self-efficacy: A concept analysis.

Self-efficacy is a well-researched concept and a key component of Bandura's Social Cognitive Theory. Teacher self-efficacy is widely researched within education; it affects student achievement and motivation as well as teacher performance and commitment. Minimal information exists on teacher self-efficacy within clinical settings of practice professions which likely affects patient outcomes. This paper provides background on self-efficacy and teacher self-efficacy; it then addresses clinical teacher self-efficacy using the Walker and Avant (2005) method for concept analysis. Assumptions, definitions, characteristics, antecedents and consequences of the concept of clinical teacher self-efficacy are discussed and represented visually, and exemplified as cases within nursing education. Implications and recommendations are suggested for the applicability of clinical teacher self-efficacy within clinician education and practice. • Self-efficacy and teacher self-efficacy underpin clinical teacher self-efficacy. • Addresses the gap in concept literature regarding clinical teacher self-efficacy. • Clinical teacher self-efficacy applies to all clinical education programs. • Clinical teacher self-efficacy has critical implications for student performance. [ABSTRACT FROM AUTHOR]