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团队带教模式:解决学生临床经验问题的方案。

Team preceptorship model: a solution for students' clinical experience.

作者信息

Cooper Brathwaite Angela, Lemonde Manon

机构信息

Lawrence Bloomberg Faculty of Nursing, University of Toronto, 155 College Street, Suite 130, Toronto, ON, Canada M5T 1P8.

出版信息

ISRN Nurs. 2011;2011:530357. doi: 10.5402/2011/530357. Epub 2011 May 4.

DOI:10.5402/2011/530357
PMID:21994893
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3169842/
Abstract

There is a shortage of registered nurses in developed countries, and this shortage is due to the aging nursing workforce, demand for healthcare services, and shortage of nursing professors to teach students. In order to increase the number of clinical placements for nursing students, the authors developed and implemented a collaborative preceptorship model between a Canadian University and Public Health Department to facilitate the clinical experiences of Bachelor of Science of Nursing (BScN) students. This paper describes the Team Preceptorship Model which guided the clinical experience of nine students and 14 preceptors. It also highlights the model's evaluation, strengths, and limitations.

摘要

发达国家存在注册护士短缺的问题,而这种短缺是由于护理人员队伍老龄化、医疗保健服务需求以及教授学生的护理教授短缺所致。为了增加护理专业学生的临床实习机会,作者开发并实施了加拿大一所大学与公共卫生部门之间的合作导师指导模式,以促进护理学学士(BScN)学生的临床经验。本文描述了指导九名学生和十四名带教老师临床经验的团队导师指导模式。它还强调了该模式的评估、优点和局限性。

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Team preceptorship model: a solution for students' clinical experience.团队带教模式:解决学生临床经验问题的方案。
ISRN Nurs. 2011;2011:530357. doi: 10.5402/2011/530357. Epub 2011 May 4.
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Gender Division of Labor, Burnout, and Intention to Leave Work Among Young Female Nurses in Japan: A Cross-Sectional Study.性别分工、倦怠与日本年轻女护士离职意愿:一项横断面研究
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本文引用的文献

1
A model of preceptorship in nursing: reflecting the complex functions of the role.护理中的带教模式:反映该角色的复杂功能。
Nurs Educ Perspect. 2009 Nov-Dec;30(6):372-6.
2
Education policy initiatives to address the nurse shortage in the United States.解决美国护士短缺问题的教育政策举措。
Health Aff (Millwood). 2009 Jul-Aug;28(4):w646-56. doi: 10.1377/hlthaff.28.4.w646. Epub 2009 Jun 12.
3
Development of a clinical preceptor model.临床带教模式的发展。
Nurse Educ. 2009 Jan-Feb;34(1):29-33. doi: 10.1097/01.NNE.0000343394.73329.1d.
4
Preceptorship in undergraduate nursing education: an integrative review.本科护理教育中的导师制:一项综合综述。
J Nurs Educ. 2008 Jan;47(1):20-9. doi: 10.3928/01484834-20080101-09.
5
Nurses supporting nurses: creating a mentoring program for staff nurses to improve the workforce environment.护士支持护士:为在职护士创建一个指导计划以改善工作环境。
Nurs Adm Q. 2008 Jan-Mar;32(1):27-39. doi: 10.1097/01.NAQ.0000305945.23569.2b.
6
Changes in the preceptor role: re-visiting preceptors' perceptions of benefits, rewards, support and commitment to the role.带教角色的变化:重新审视带教老师对该角色的益处、回报、支持及投入的看法。
J Adv Nurs. 2007 Dec;60(5):513-24. doi: 10.1111/j.1365-2648.2007.04441.x.
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Who will teach the nurses of the future?未来谁来教导护士?
Can Nurse. 2007 Sep;103(7):24-7.
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Innovations in health care delivery: response to global nurse migration--an education example.医疗保健服务的创新:应对全球护士迁移——一个教育实例
Policy Polit Nurs Pract. 2006 Aug;7(3 Suppl):40S-43S. doi: 10.1177/1527154406291935.
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Perceptions of nursing student clinical placement experiences.护理专业学生临床实习经历的认知
Int J Nurs Educ Scholarsh. 2006;3:Article 24. doi: 10.2202/1548-923X.1267. Epub 2006 Oct 4.
10
Three approaches to qualitative content analysis.定性内容分析的三种方法。
Qual Health Res. 2005 Nov;15(9):1277-88. doi: 10.1177/1049732305276687.