Andersen S L
Nursingconnections. 1990 Winter;3(4):21-30.
The literature on senior preceptorship focuses principally on student outcomes. Little is known about the teaching-learning processes that produce the desired results. This article describes the dynamics of faculty-preceptor collaboration that fostered bicultural adaptation in students taking a senior preceptorship course. Four areas of conflict in normative expectations between education and practice are addressed: documentation, theory application, time management, and priority setting. The close working alliance between the instructor and preceptors was instrumental in helping students reconcile the conflicting norms in all areas except priority setting. In addition to the benefits to students, the collaboration resulted in mutual appreciation and respect between instructor and preceptors.
关于高级导师制的文献主要关注学生的成果。对于产生预期结果的教学过程却知之甚少。本文描述了教师与导师合作的动态过程，这种合作促进了参加高级导师制课程的学生的双文化适应。文中探讨了教育与实践在规范期望方面的四个冲突领域：文件记录、理论应用、时间管理和优先级设定。教师与导师之间紧密的工作联盟有助于学生在除优先级设定之外的所有领域协调相互冲突的规范。除了给学生带来益处外，这种合作还使教师与导师之间相互欣赏和尊重。
