University of Prince Edward island, Charlottetown, Prince Edward Island, Canada.
J Nurs Educ. 2012 Oct;51(10):556-62. doi: 10.3928/01484834-20120820-04. Epub 2012 Aug 20.
The success of the preceptorship approach to teaching-learning depends on the formation of positive working relationships. Preceptors and nursing students are frequently of different generations and often have differing world-views. A phenomenological study, guided by van Manen's approach, was conducted to develop an understanding of how generational differences influence the formation of the preceptor-student relationship and the overall success of the experience. Three main themes were revealed: being affirmed, being challenged, and being on a pedagogical journey. A key subtheme of being challenged was colliding generational worldviews; in this article, our purpose is to explore this particular subtheme. The data suggest that generational clashpoints are occurring during preceptorship experiences, and the implications of these are serious, particularly from a nursing recruitment and retention perspective. It is vital that proactive measures be taken to inspire the future generation of nurses, rather than stifling their spirit and assertiveness.
导师制教学法的成功与否取决于是否能建立积极的工作关系。导师和护理学生通常来自不同的世代，世界观也常常不同。本研究采用范梅南的现象学研究方法，旨在深入了解代际差异如何影响导师-学生关系的形成以及整体经验的成功。研究揭示了三个主要主题：被肯定、被挑战和踏上教学之旅。被挑战的一个关键子主题是代际世界观的冲突；在本文中，我们的目的是探讨这一子主题。研究数据表明，代际冲突点确实出现在导师制体验中，这些冲突点的影响是严重的，尤其是从护理人员招聘和留用的角度来看。至关重要的是，应采取积极措施激发未来一代护士的积极性，而不是扼杀他们的精神和自信。
