Faculty of Nursing, University of Calgary, Calbary, Alberta, Canada.
J Nurs Educ. 2010 Mar;49(3):143-9. doi: 10.3928/01484834-20091118-02. Epub 2010 Mar 5.
Significant research has been conducted and disseminated on preceptorship as an essential component in teaching and evaluating student learning in the final clinical practicum. The preceptorship triad-formally defined as an equilateral relationship among a nurse preceptor, faculty member, and undergraduate nursing student-overlooks the contextual challenges preceptors encounter. Preceptors develop relationships in the clinical setting to enhance teaching, and more importantly, to ensure student practice reflects the depth of clinical reasoning and skill acquisition necessary for safe and competent practice. Using descriptive surveys and qualitative focus groups, a research collaborative among academia, practice, and professional regulating bodies was established in southern Alberta, Canada, to research the types of knowledge nurses acquire and integrate to successfully assess, evaluate, and teach undergraduate nursing students in the clinical environment. This article describes the research findings and highlights the professional practice knowledge of nurse preceptors.
大量研究已经针对导师制进行了开展和传播，将其作为最终临床实习中教学和评估学生学习的重要组成部分。导师制作为一种等边关系，正式定义为护士导师、教师和本科护理学生之间的关系，忽略了导师所面临的背景挑战。导师在临床环境中建立关系，以加强教学，更重要的是，确保学生的实践反映出安全和胜任实践所需的深度临床推理和技能获取。在加拿大阿尔伯塔省南部，学术界、实践界和专业监管机构建立了一个研究合作，使用描述性调查和定性焦点小组，研究护士在临床环境中成功评估、评估和教授本科护理学生所需的知识类型，并将其整合。本文描述了研究结果，并强调了护士导师的专业实践知识。
