Niederhauser Victoria, MacIntyre Richard C, Garner Catherine, Teel Cynthia, Murray Teri A
University of Hawaii School of Nursing and Dental Hygiene, Honolulu, USA.
Nurs Educ Perspect. 2010 Nov-Dec;31(6):353-5.
Although the nursing care environment has changed significantly over the past 30 years, little has changed in the educational methods used to prepare new nurses. Since the 1930s, most clinical education in nursing has been structured with a faculty member supervising a small group of students on one or more inpatient units. Students usually move to new settings for each clinical rotation. This traditional model is heavily dependent on nursing faculty and often requires students to wait for direct faculty supervision. Students often are "strangers" to the registered nurses providing patient care in these settings. This arrangement can compromise the cohesiveness of the nursing team and limit opportunities for building professional relationships between students, registered nurses, and other members of the health care team. Developing a more structured and cohesive partnership between the registered nurse and the student, both of whom are providing care to the same patients, has the potential to revitalize clinical education in nursing.
尽管在过去30年里护理环境发生了显著变化，但用于培养新护士的教育方法却几乎没有改变。自20世纪30年代以来，大多数护理临床教育都是由一名教员在一个或多个住院单元监督一小群学生进行的。学生通常在每次临床轮转时都会转到新的环境。这种传统模式严重依赖护理教员，并且常常要求学生等待教员的直接监督。在这些环境中，为患者提供护理的注册护士对于学生来说往往是“陌生人”。这种安排可能会损害护理团队的凝聚力，并限制学生、注册护士以及医疗团队其他成员建立专业关系的机会。在为同一批患者提供护理的注册护士和学生之间建立一种更有条理且更具凝聚力的伙伴关系，有可能使护理临床教育恢复活力。
