Moseley Laurence G, Davies Moira
Health Services Research, Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd, UK.
J Clin Nurs. 2008 Jun;17(12):1627-34. doi: 10.1111/j.1365-2702.2007.02194.x. Epub 2007 Dec 20.
(i) To assess whether mentors had a positive or negative attitude towards their role; and (ii) to discover what aspects of the role they found easy or difficult.
The fact that mentorship is an important element in nurse training was recognized by Sir Leonard Peach, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting and the Nursing and Midwifery Council which has recently published new standards to support learning and assessment in practice, which include standards for the preparation of Mentors, to be implemented by September 2007. There are many anecdotal reports of the problems which face mentors, but little firm evidence.
This paper reports a study of those problems. It used a Thurstone scale to assess role satisfaction among mentors (n = 86, response rate 89%) and two Likert scales to assess where problems, if any, lay.
Unlike anecdotal reports, the Thurstone scale found that, overall, mentors regarded the role positively. In addition, a principal components analysis of responses to the Likert scales showed that there were two clearly delineated factors. The first (interpersonal/organisational factors) had been widely discussed in the literature. The second (cognitive/intellectual factors) has been rarely discussed and could with profit be more strongly stressed in mentor training.
(i) Mentors had a positive attitude towards their role and enjoyed it. (ii) When looking at what caused mentors difficulty, in addition to the commonly discussed dimensions of organisational constraints (workload, skill mix) and interpersonal factors, there was clearly an additional cognitive one. Knowledge, not just personality, mattered.
Mentors and those who train them could with profit pay more attention to cognitive components of the role, even if that meant laying a lesser stress on the interpersonal ones.
（i）评估带教老师对其角色持积极还是消极态度；（ii）了解他们认为该角色中哪些方面容易或困难。
伦纳德·皮奇爵士、英国护理、助产与健康访视中央理事会以及护理与助产士理事会都认识到带教是护士培训中的一个重要因素，后者最近发布了支持实践学习与评估的新标准，其中包括带教老师的培训标准，将于2007年9月实施。有许多关于带教老师所面临问题的传闻报道，但确凿证据很少。
本文报告了一项针对这些问题的研究。采用瑟斯顿量表评估带教老师（n = 86，回复率89%）的角色满意度，并使用两个李克特量表评估问题所在（若有问题的话）。
与传闻报道不同，瑟斯顿量表发现，总体而言，带教老师对该角色持积极态度。此外，对李克特量表回复的主成分分析表明，有两个明显不同的因素。第一个因素（人际/组织因素）在文献中已被广泛讨论。第二个因素（认知/智力因素）很少被讨论，在带教老师培训中可以更加强调，这将有益处。
（i）带教老师对其角色持积极态度并从中获得乐趣。（ii）在探讨给带教老师带来困难的因素时，除了通常讨论的组织限制（工作量、技能组合）和人际因素维度外，显然还有一个额外的认知因素。重要的是知识，而不仅仅是个性。
带教老师及其培训者不妨更多地关注该角色的认知成分，即使这意味着减少对人际成分的强调。
