Frank Betsy, Adams Marsha H, Edelstein Jan, Speakman Elizabeth, Shelton Mitch
Indiana State University School of Nursing, Terre Haute, USA.
Nurs Educ Perspect. 2005 Sep-Oct;26(5):283-6.
This study of prelicensure nursing programs had a fourfold purpose: 1) describe what community-based settings are being used by faculties in associate degree (AD) and baccalaureate degree (BSN) programs to provide community-based nursing care experiences; 2) explore whether or not the settings used in AD and BSN programs differ; 3) describe how faculties in AD and BSN programs provide for supervision of students in community-based settings; and 4) synthesize from the data what might be best practices for faculty-student supervision in community-based settings. A web-based survey was sent to 827 accredited AD and BSN programs with usable email addresses; 324 programs (39 percent) completed and returned the surveys. Findings indicated that students were placed in a variety of settings, including public health departments, schools (K-12), prisons, and home care. Community-based activities were in the following categories: immunizations, surveillance, data collection, health teaching, case management, treatments, and procedures. Depending on the activity, students performed nursing functions independently 4 percent to 39 percent of the time. Depending on the activity, preceptors were sole supervisors 27 percent to 40 percent of the time. Telephones, cell phones, and pagers were the primary means of faculty-student contact. AD and BSN students in the same settings performed the same activities. The only significant differences were that BSN students were placed in K-12 schools for community-based experiences more often than AD students, and they engaged in case management more often than AD students. Based on these findings, a model for community-based education is proposed.
1）描述副学士学位（AD）和学士学位（BSN）项目的教员使用哪些社区环境来提供社区护理实践经验；2）探究AD和BSN项目所使用的环境是否存在差异；3）描述AD和BSN项目的教员如何在社区环境中对学生进行监督；4）从数据中总结出在社区环境中师生监督的最佳实践方法。向827个拥有可用电子邮箱地址的经认证的AD和BSN项目发送了基于网络的调查问卷；324个项目（39%）完成并返还了调查问卷。研究结果表明，学生被安排在各种环境中，包括公共卫生部门、学校（幼儿园至12年级）、监狱和家庭护理机构。社区活动分为以下几类：免疫接种、监测、数据收集、健康教学、病例管理、治疗和操作程序。根据活动的不同，学生独立履行护理职责的时间占4%至39%。根据活动的不同，带教老师在27%至40%的时间内担任唯一的监督者。电话、手机和传呼机是师生联系的主要方式。处于相同环境中的AD和BSN学生开展相同的活动。唯一显著的差异是，BSN学生比AD学生更常被安排在幼儿园至12年级的学校进行社区实践，并且他们比AD学生更常参与病例管理。基于这些研究结果，提出了一个社区教育模式。
