Aurora College, Yellowknife, Northwest Territories, Canada.
J Prof Nurs. 2011 Jan-Feb;27(1):35-42. doi: 10.1016/j.profnurs.2010.09.009.
Although preceptorship is the leading approach to the clinical education of senior undergraduate nursing students in the westernized world, few specific nursing preceptor-focused clinical teaching techniques are reported in the literature. One promising preceptor-specific teaching strategy is the Five Step "Microskills" Model of Clinical Teaching (J.O. Neher, K.C. Gordon, B. Meyer, & N. Stevens, 1992). This technique, also known as the One Minute Preceptor (OMP; J.O. Neher & N. Stevens, 2003), has been used for more than 15 years in clinical medical education. In this article, we trace the origins of the OMP and describe an adaptation to nursing education, referred to as the Five Minute Preceptor (5MP). The 5MP steps are the following: (1) get the student to take a stand, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce the positives, and (5) correct errors or misinterpretations. In addition, we explore the relationship between the 5MP and experiential learning and provide a detailed example of the 5MP's use in undergraduate clinical nursing education. Recommendations are provided for the development of a 5MP educational package and the evaluation of the 5MP's use in baccalaureate nursing programs.
虽然导师制是西化世界中高年级护理本科生临床教育的主要方法，但文献中很少报道具体针对护理导师的临床教学技术。一种有前途的导师特定教学策略是五步“微观技能”临床教学模型（J.O. Neher、K.C. Gordon、B. Meyer 和 N. Stevens，1992 年）。这种技术也称为一分钟导师（OMP；J.O. Neher 和 N. Stevens，2003 年），在临床医学教育中已经使用了 15 多年。在本文中，我们追溯了 OMP 的起源，并描述了对护理教育的适应，称为五分钟导师（5MP）。5MP 步骤如下：（1）让学生采取立场，（2）探究支持证据，（3）教授一般规则，（4）强化积极因素，（5）纠正错误或误解。此外，我们探讨了 5MP 与体验式学习之间的关系，并提供了 5MP 在本科临床护理教育中使用的详细示例。为开发 5MP 教育包和评估 5MP 在护理学士课程中的使用提供了建议。
