Billay Diane B, Yonge Olive
Mewburn Veterans Centre, Edmonton, Alberta, Canada.
Nurse Educ Today. 2004 Oct;24(7):566-74. doi: 10.1016/j.nedt.2004.07.010.
The purpose of the study was to clarify and analyze the concept of preceptorship as experienced by the preceptor. Preceptorship is a teaching method commonly used in many professions. The current study assists in the clarification and analysis of the concept of preceptorship as experienced by the preceptor. Regarding methodology, the literature was reviewed to compare the experience of clinical teaching with preceptorship. Literature was reviewed from the following fields/domains: nursing, medicine, education, social work, rehabilitation, dentistry, law, and pharmacy. Through application of the framework outlined by Walker, L.O., Avant, K.C., 1995. Strategies for Theory Construction in Nursing, third ed. Appleton & Lange, Norwalk, attributes, antecedents, consequences, and empirical referents were identified that help define preceptorship. There were three main findings: The nature of the relationship between the preceptor and preceptee is pivotal, evaluation is a challenge, and preceptorship is distinct from mentorship. The consequences of a preceptorship experience are better prepared and more confident preceptors, evolution into a mentorship relationship, and professional development of both the preceptor and the preceptee. This article concludes with numerous topics that could be addressed in future research: (a) screening tools for the preceptor; (b) evaluation of the preceptee; (c) the relationship between preceptee, preceptor, and faculty; (d) preparation of the preceptor, and (e) rewarding the preceptor.
本研究的目的是阐明并分析带教老师所体验到的指导实习的概念。指导实习是许多专业中常用的一种教学方法。当前的研究有助于阐明并分析带教老师所体验到的指导实习的概念。关于方法论，查阅了文献以比较临床教学与指导实习的经验。从以下领域/范畴查阅了文献：护理、医学、教育、社会工作、康复、牙科、法律和药学。通过应用沃克（L.O. Walker）和阿万特（K.C. Avant）于1995年所著《护理理论构建策略》第三版（阿普尔顿与朗格出版社，诺沃克）中概述的框架，确定了有助于定义指导实习的属性、前因、后果和实证参照。有三个主要发现：带教老师与实习学生之间关系的性质至关重要，评估是一项挑战，且指导实习有别于师徒指导关系。指导实习经历的后果是带教老师准备更充分、更自信，发展成为师徒指导关系，以及带教老师和实习学生双方的专业发展。本文最后列出了许多可在未来研究中探讨的主题：（a）带教老师的筛选工具；（b）实习学生的评估；（c）实习学生、带教老师和教员之间的关系；（d）带教老师的准备；以及（e）对带教老师的奖励。
