Foley Vicki, Myrick Florence, Yonge Olive
School of Nursing, University of Prince Edward Island, 550 University Avenue, Charlottetown, PEI, Canada, C1A 4P3.
Nurse Educ Today. 2013 Sep;33(9):1003-7. doi: 10.1016/j.nedt.2012.07.019. Epub 2012 Aug 24.
Within the preceptorship model of clinical teaching/learning, the creation of a cohesive relationship between a preceptor and a nursing student highly influences the overall success of the experience. Invariably, preceptors and students tend to be of different generations and as such, there exists within this context the potential for generational misunderstandings and conflict.
A phenomenological study guided by van Manen's approach to human science research was conducted.
The aim of this study is to explore the phenomenon of preceptorship in the intergenerational context.
A purposive sample of seven preceptors and seven nursing students was recruited from an undergraduate nursing program.
The collective experience of all participants was illuminated through three key themes: being affirmed, being challenged, and being on a pedagogical journey. In this article we focus on encountering conflict, a key subtheme of being challenged, and one that emerged from the participants' narratives.
The study findings suggest that interpersonal conflict continues to be a reality in our profession, owing to which a collective effort must be made by nurse educators, practicing nurses, and nursing students to effect change and create a more cohesive culture. The findings have the potential to enhance generational understanding and foster a more cohesive culture in clinical practice settings.
在临床教学/学习的带教模式中，带教老师与护生之间建立紧密的关系对该经历的整体成功有着重大影响。带教老师和学生往往来自不同的年代，因此在这种情况下存在代际误解和冲突的可能性。
采用范曼恩的人文科学研究方法进行了一项现象学研究。
本研究旨在探讨代际背景下的带教现象。
从一个本科护理项目中选取了7名带教老师和7名护生作为有目的的样本。
所有参与者的共同经历通过三个关键主题得以体现：得到肯定、受到挑战以及踏上教学之旅。在本文中，我们聚焦于遭遇冲突，这是受到挑战这一关键子主题的一部分，也是从参与者的叙述中浮现出来的。
研究结果表明，人际冲突在我们这个职业中仍然是一个现实问题，因此护士教育工作者、在职护士和护生必须共同努力来实现变革，营造更具凝聚力的文化。这些发现有可能增进代际理解，并在临床实践环境中培育更具凝聚力的文化。
