Luhanga Florence Loyce, Billay Diane, Grundy Quinn, Myrick Florence, Yonge Olive
Laurentian University.
Int J Nurs Educ Scholarsh. 2010;7:Article21. doi: 10.2202/1548-923X.2012. Epub 2010 Jul 9.
Currently, considerable focus is directed at improving clinical experiences for nursing students, with emphasis placed on adequate support and supervision for the purpose of creating competent and safe beginning practitioners. Preceptors play a vital role in supporting, teaching, supervising and assessing students in clinical settings as they transition to the graduate nurse role. Intrinsic to this model is the assumption that the one-to-one relationship provides the most effective mechanism for learning. With the current Registered Nurses (RN) shortage, among other factors, the one-to-one relationship may not be feasible or as advantageous to the student. Thus, nurse educators need to carefully assess how this relationship is configured and maintained to assist them in fostering its evolution. In this review of the literature, the authors explore the assumption that a one-to-one relationship in the preceptorship experience fosters a rich and successful learning environment, and implications for nursing education, practice and research are outlined.
目前，相当多的关注点都集中在改善护理专业学生的临床体验上，重点在于提供充分的支持与监督，以培养出有能力且安全的初入行从业者。临床导师在临床环境中支持、教导、监督和评估学生向毕业护士角色转变的过程中起着至关重要的作用。该模式的内在假设是一对一的关系为学习提供了最有效的机制。由于当前注册护士短缺等诸多因素，一对一的关系对学生来说可能并不可行或不那么有利。因此，护理教育工作者需要仔细评估这种关系是如何构建和维持的，以帮助他们推动其发展。在这篇文献综述中，作者探讨了临床导师指导体验中的一对一关系能营造丰富且成功的学习环境这一假设，并概述了对护理教育、实践和研究的启示。
