Autoeficacia: factores intervinientes según las opiniones de docentes clínicos durante los años 2021-2022

Introduction: Research on the self-efficacy of university professors inhealth-related disciplines shows a positive relationship with job satisfaction, teacher-student relationship, evaluations, and student performance. However, it has mainly focused on educators who teach in the early stages of student training, whose teaching environment is primarilyuniversity-based, thereby neglecting clinical instructors who are crucial in the final stages of education. Materials and Methods: This study was conducted at San José Hospital,Independencia, Santiago, during the years 2021-2022. A qualitative approach based on interviews was used to understand the factors influencing the self-efficacy of clinical instructors from various health disciplines. Purposive sampling was employed, and nine semi-structured interviewswere conducted. Content analysis with an interpretive phenomenological orientation was performed, supported by Nvivo 12® caqdas, aimingfor data saturation. The study was approved by the Ethics Committee of the North Metropolitan Health Service. Results: Findings regarding theself-efficacy of clinical instructors were categorized into subthemes suchas subjective evaluations, influencing factors, and impacts on education. Key determinants identified were individual and peer experiences, feedback, health status, disciplinary expertise, and educational vocation. Conclusions: This study emphasizes the importance of factors such as individual teaching experiences, student feedback, and other determinants in the development of clinical instructors' self-efficacy. Lastly, it highlights the need to understand these influences to incorporate them into instructor training, aiming to enhance psychological skills that would foster optimal student learning. Introducción: La investigación sobre la autoeficacia docente en profesores universitarios de carreras de la salud muestra una conexión positiva con la satisfacción laboral, relación maestro-alumno, evaluaciones y el rendimiento estudiantil. Sin embargo, se ha centrado principalmente en los educadores que imparten clases en los primeros años de formación del estudiante, cuyo entorno de enseñanza se desarrolla principalmente en la universidad, descuidando a los docentes clínicos, cruciales en la etapa final. Material y Método: El estudio se llevó a cabo en el Hospital San José, Independencia, Santiago, durante los años 2021-2022. Se empleó un enfoque cualitativo basado en entrevistas para comprender los factores que in