Cele S C, Gumede H A, Kubheka B A
University of Zululand.
Curationis. 2002 Feb;25(1):41-51. doi: 10.4102/curationis.v25i1.708.
This article explores the confusion that exists in the clinical areas concerning proper accompaniment of student nurses. There is a feeling that professional nurses in clinical areas are not always actively involved in clinical teaching. The clinical instructors and nurse educators are unable to accompany student nurses properly because of staff shortages. Some hospitals have identified one professional nurse per unit to work as a nurse preceptor for accompaniment of student nurses. This has resulted in the need to find out if the professional nurse preceptor is solving the problem of lack of student accompaniment in clinical areas. The aim of this study therefore is to investigate the roles and functions of nurse preceptors in improving student accompaniment as compared to other professional nurses in clinical areas namely, clinical instructors, nurse educators and professional nurses working in clinical areas as viewed by student nurses themselves. A comparative descriptive study was done in one of the hospitals in KwaZulu-Natal (Region D) on a purposely selected sample of (80) 4 years comprehensive diploma student nurses, (16) nurse preceptors and (40) randomly-selected professional nurses. Open and closed-ended questions were used for collection of data. The study revealed that the most student nurses 87.5% (70) identified nurse preceptors as playing an important role in their accompaniment as compared to other professional nurses. Student nurses identified the following roles and functions of nurse preceptors in student accompaniment: acting as role models, acting as resource people for them, providing clinical teaching, orientate them in clinical areas, allay fears and anxieties by providing guidance, support and encouragement, demonstrate procedures, help them in solving problems they experienced and do formative and summative evaluation of student nurses. These roles were in agreement with those identified by professional nurses and nurse preceptors themselves. It was found also that nurse preceptors were experiencing many problems which need to be solved in order for them to perform their roles and functions effectively. It is recommended that even those hospitals and educational institutions that are not utilizing nurse preceptors for student accompaniment should consider them because of the contributions they make. Nurse preceptors should be allocated specifically for student accompaniment with minimal patient care responsibilities and administration of Units. In conclusion proper utilization of nurse preceptors can solve the problem of a lack of student accompaniment in clinical areas.
本文探讨了临床领域在学生护士适当陪同方面存在的困惑。有一种观点认为，临床领域的专业护士并不总是积极参与临床教学。由于人员短缺，临床带教老师和护士教育工作者无法妥善陪同学生护士。一些医院已确定每个科室安排一名专业护士担任学生护士陪同的带教老师。因此，有必要弄清楚专业护士带教老师是否解决了临床领域学生陪同不足的问题。本研究的目的是调查与临床领域的其他专业护士（即临床带教老师、护士教育工作者以及在临床领域工作的专业护士）相比，带教老师在改善学生陪同方面所起的作用和功能，这是从学生护士自身的角度来看的。在夸祖鲁 - 纳塔尔省（D区）的一家医院进行了一项比较描述性研究，研究对象为特意挑选的样本，包括80名四年制综合文凭学生护士、16名带教老师和40名随机挑选的专业护士。通过开放式和封闭式问题收集数据。研究表明，与其他专业护士相比，87.5%（70名）的学生护士认为带教老师在他们的陪同方面发挥了重要作用。学生护士确定了带教老师在学生陪同方面的以下作用和功能：充当榜样、作为他们的资源人员、提供临床教学、在临床领域指导他们、通过提供指导、支持和鼓励来减轻恐惧和焦虑、演示操作程序、帮助他们解决遇到的问题以及对学生护士进行形成性和总结性评估。这些作用与专业护士和带教老师自己确定的作用一致。还发现带教老师正面临许多需要解决的问题，以便他们有效地履行其作用和功能。建议即使是那些没有利用带教老师陪同学生护士的医院和教育机构也应考虑这样做，因为他们做出了贡献。应专门为学生陪同分配带教老师，使其承担最少的患者护理责任和科室管理工作。总之，正确利用带教老师可以解决临床领域学生陪同不足的问题。
