School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
J Adv Nurs. 2012 Oct;68(10):2331-40. doi: 10.1111/j.1365-2648.2012.05946.x. Epub 2012 Feb 15.
This article reports a longitudinal study examining how nursing students learn on clinical placements in three cohorts of undergraduates at a large Australian university.
Preceptorship models of clinical learning are increasing in popularity as a strategy to maximize collaboration between university and healthcare organizations. A clinical education model, underpinned by preceptorship, was offered by an Australian university in partnership with a tertiary healthcare organization to some students.
The study utilized a mixed method approach of surveys and interviews.
It was hypothesized that students participating in the preceptorship partnership model would have more positive perceptions of the clinical learning environment than students participating in other models of clinical education. Data were collected over 3 years, from 2006-2008, using a modified Clinical Learning Environment Inventory from second (n = 396) and third (n = 263) year nursing students. Students were classified into three groups based on which educational model they received.
On the inventory factor, 'Student centredness', a Welch test indicated an important difference between the responses of students in the three groups. Games-Howell post hoc test indicated that students in the clinical preceptorship partnership model responded more positively than students who had both a clinical teacher and a preceptor in a non-preceptorship partnership model.
Developing sustainable approaches to enhance the clinical learning environment experience for student nurses is an international concern. The significance of continuity of clinical teachers to the contribution of student centredness is an important aspect to be considered.
本文报告了一项纵向研究，该研究考察了在澳大利亚一所大型大学的三批本科生中，护理学生如何在临床实习中学习。
作为最大限度地促进大学和医疗机构之间合作的策略，导师制临床学习模式越来越受欢迎。在澳大利亚一所大学与一家三级医疗机构合作的基础上，为一些学生提供了以导师制为基础的临床教育模式。
本研究采用了调查和访谈相结合的混合方法。
研究假设，与参与其他临床教育模式的学生相比，参与导师制合作模式的学生对临床学习环境的看法更为积极。从 2006 年至 2008 年，使用改良后的临床学习环境量表，对来自第二年（n=396）和第三年（n=263）护理学生的调查数据进行了为期 3 年的收集。学生根据他们接受的教育模式分为三组。
在“以学生为中心”的量表因子上，Welch 检验表明三组学生的反应存在显著差异。Games-Howell 事后检验表明，在临床导师制合作模式下的学生比在非导师制合作模式下同时有临床教师和导师的学生的反应更为积极。
为学生护士提供可持续的方法来增强临床学习环境体验是国际关注的问题。连续性临床教师对学生中心的贡献的重要性是需要考虑的一个重要方面。
