Saarikoski Mikko
Turku Polytechnic, Health Care Education, Ruiskatu 8, PL 20, 20 701 Turku, Finland.
Int J Psychiatr Nurs Res. 2003 Sep;9(1):1014-24.
This is a condensed version of a research project relating to the design and the development of a research instrument concerning 'Mentor Relationship as a Tool of Professional Development of Student Nurses in Clinical Practice'. This short research paper is taken from and reproduces the research work undertaken by Saarikoski (2002). The main themes refer to: (1) Evaluation scale to assess the quality of clinical learning environment and (2) Supervision of student nurses during their clinical placements. Parts one and two are taken from the main research study and include the following (i) developing and testing an evaluation tool (ii) describing how nursing students experience their clinical learning environment and (iii) the supervision given by qualified staff nurses working in a hospital setting. This abridged report discusses the methodology approaches undertaken by the author and includes: (a) comparative phased twin centred study (b) a pilot scheme and (c) a primary research instrument that was developed into an extensively validated assessment-measuring tool. This report strongly suggests that there is clear evidence in this research report that the supervisory relationship is the most important single element of pedagogical activities of staff nurses. The total satisfaction of students correlated most clearly with the method of supervision and that those satisfied students had a successful mentor relationship and frequently enough access to private supervision sessions with mentor. In the sample of this empirical study (n = 279 student nurses in Finland) individualized supervision system was most common on psychiatric wards. All nurse educators and clinical practitioners working across Europe and around the World in clinical learning environments will find this paper very useful in helping them to improve and quantify the supervisory process. This study starts bridging the gap between using and integrating both at a National and European level qualitative assessment systems that relate to the learning and supervisory process. The study encourages the need for professionals to test these new instruments in other nursing cultures and reflects upon the need for further research work in this area.
这是一个研究项目的精简版，该项目涉及一种研究工具的设计与开发，该工具与“导师关系作为临床实习中护生专业发展的工具”相关。这篇简短的研究论文取材于萨里科斯基（2002年）所开展的研究工作并进行了重现。主要主题包括：（1）评估临床学习环境质量的评估量表，以及（2）护生临床实习期间的督导。第一部分和第二部分取材于主要研究，包括以下内容：（i）开发并测试一种评估工具，（ii）描述护生如何体验他们的临床学习环境，以及（iii）医院环境中合格的 staff nurses 所提供的督导。这份缩略报告讨论了作者所采用的方法，包括：（a）比较分阶段双中心研究，（b）一个试点计划，以及（c）一种被开发成经过广泛验证的评估测量工具的主要研究工具。本报告有力地表明，在这份研究报告中有明确证据显示，督导关系是 staff nurses 教学活动中最重要的单一要素。学生的总体满意度与督导方法的相关性最为明显，并且那些满意的学生拥有成功的导师关系，且经常有机会与导师进行私下督导课程。在这项实证研究的样本中（芬兰的279名护生），个性化督导系统在精神科病房最为常见。在欧洲及全球临床学习环境中工作的所有护士教育工作者和临床从业者都会发现本文对帮助他们改进和量化督导过程非常有用。这项研究开始弥合在国家和欧洲层面使用和整合与学习及督导过程相关的定性评估系统之间的差距。该研究鼓励专业人员在其他护理文化中测试这些新工具，并反映出在这一领域开展进一步研究工作的必要性。
