Usher K, Nolan C, Reser P, Owens J, Tollefson J
School of Nursing Sciences, James Cook University, Townsville, Australia.
J Adv Nurs. 1999 Feb;29(2):506-14. doi: 10.1046/j.1365-2648.1999.00914.x.
This Australian study, a replication of Canadian research by Dibert & Goldenberg, was undertaken to explore the relationship between preceptors' perceptions of benefits, rewards and support, and their commitment to the preceptor role. A convenience sample of 134 nurse preceptors involved in an undergraduate nursing course were invited to complete a four-part questionnaire consisting of the Preceptor's Perception of Benefits and Rewards Scale, the Preceptor's Perception of Support Scale, the Commitment to the Preceptor Role Scale, and demographic details. The results, in the main, parallel those of the original research, with differences reflecting the distinct nature and the more recent use of preceptorship in Australia. The results indicate a clear commitment to the preceptor role and a perception that both material and non-material benefits are derived from acting in the role. Additionally, support from the institution and coworkers was considered vital for participation in the role. This not only has implications for nursing educators, administrators and potential preceptors, but also for those being preceptored.
这项澳大利亚的研究是对迪伯特和戈尔登伯格的加拿大研究的复制，旨在探讨带教老师对益处、奖励和支持的认知与他们对带教角色的投入之间的关系。参与本科护理课程的134名护士带教老师组成的便利样本被邀请填写一份由四部分组成的问卷，包括带教老师对益处和奖励的认知量表、带教老师对支持的认知量表、对带教角色的投入量表以及人口统计学细节。结果大体上与原研究相似，差异反映了澳大利亚带教工作的独特性质和更新的应用情况。结果表明对带教角色有明确的投入，并且认为担任该角色能带来物质和非物质上的益处。此外，机构和同事的支持被认为对参与该角色至关重要。这不仅对护理教育工作者、管理人员和潜在的带教老师有影响，对那些接受带教的人也有影响。
