Mallik Maggie, Hunt Jane A
Learning in Practice Nottingham Unit (LiPNU), Nottingham Health Community, Rushcliffe PCT, Nottingham, UK.
J Clin Nurs. 2007 Oct;16(10):1848-57. doi: 10.1111/j.1365-2702.2007.01778.x.
To investigate the perceptions of clinical and senior managers about the role of practice educators (PEs) employed in one acute hospital in the UK.
Producing nurses who are fit for practice, purpose and academic award is a key issue for nurse education partnership providers in the UK. Various new models for practice learning support structures and new roles within health care institutions have been established. To sustain funding and policy support for these models, there is a need for evaluation research.
A process evaluation methodology was employed to determine the current value of a practice education team and to provide information to guide future direction.
Data were collected through semi-structured telephone interviews using a previously designed schedule. All senior nurse managers (n = 5) and a purposive sample of Clinical Managers (n = 13) who had personal experience of and perceptions about the role of PEs provided the data. Interview notes were transcribed, coded and a thematic framework devised to present the results.
A number of key themes emerged including: qualities needed for being a successful practice educator; visibility and presence of PEs; providing a link with the university; 'plugging a hole' in supporting learning needs; providing relief to practitioners in dealing with 'the burden of students;' alleviating the 'plight of students;' and effects on student attrition.
Findings provided evidence for the continued funding of the practice educator role with improvements to be made in dealing with stakeholder expectations and outcomes.
In the UK, there still remain concerns about the fitness for practice of newly Registered Nurses, prompting a recent national consultation by the professional regulating body. Despite fiscal pressures, recommendations for further strengthening of all systems that will support the quality of practice learning may continue to sustain practice learning support roles.
调查英国一家急症医院的临床管理人员和高级管理人员对实习教育工作者（PEs）角色的看法。
培养适合实践、目标明确且能获得学术奖项的护士，是英国护士教育合作机构的关键问题。已建立了各种实践学习支持结构的新模式以及医疗机构内的新角色。为维持对这些模式的资金和政策支持，需要进行评估研究。
采用过程评估方法来确定实践教育团队的当前价值，并提供信息以指导未来方向。
通过使用预先设计的时间表进行半结构化电话访谈收集数据。所有有PEs角色个人经验和看法的高级护士长（n = 5）以及有目的抽取的临床管理人员样本（n = 13）提供了数据。访谈记录被转录、编码，并设计了一个主题框架来呈现结果。
出现了一些关键主题，包括：成为一名成功的实习教育工作者所需的素质；PEs的可见度和存在感；与大学建立联系；“填补”学习需求支持方面的漏洞；在应对“学生负担”方面为从业者提供缓解；减轻“学生困境”；以及对学生流失的影响。
研究结果为继续为实习教育工作者的角色提供资金提供了证据，同时在应对利益相关者的期望和成果方面仍需改进。
在英国，对于新注册护士的实践能力仍存在担忧，这促使专业监管机构近期进行了一次全国性咨询。尽管面临财政压力，但进一步加强所有支持实践学习质量的系统的建议可能会继续维持实践学习支持角色。
