Kristofferzon Marja-Leena, Mårtensson Gunilla, Mamhidir Anna-Greta, Löfmark Anna
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Sweden.
Nurse Educ Today. 2013 Oct;33(10):1252-7. doi: 10.1016/j.nedt.2012.08.017. Epub 2012 Sep 17.
The aims of the study were 1) to investigate to what extent nursing students were satisfied with the supervision provided by facilitators (preceptor, head preceptor, and clinical lecturer), 2) to compare nursing students' ratings of facilitators' contribution to supervision as supportive and challenging, and 3) to examine relationships between facilitators' supportive and challenging behavior in supervision and nursing students' perception of fulfillment of expected learning outcomes in clinical education.
Although there are many studies on support of students in clinical education, few have addressed this from the students' point of view or made comparisons between different facilitators.
A cross-sectional survey study was conducted during April to November 2010, where 107 nursing students, from a university in central Sweden, answered a questionnaire about supervision immediately after their period of clinical education.
Supportive behavior in supervision was rated higher by students for all facilitator groups as compared with challenging behavior. The students rated preceptors and clinical lecturers as more supportive than head preceptors and clinical lecturers as providing more challenges than the two other facilitator groups. Supportive and challenging behavior in supervision explained 39% of the variance in students' overall learning outcomes. However, the regression coefficient was only significant for students' ratings of supportive behavior for the preceptor.
Nursing students were satisfied with facilitators' supervision and by their contribution to fulfillment of overall learning outcomes. Comparisons showed that preceptors in a higher degree were perceived as supportive while clinical lecturers were perceived as more important as challengers for critical thinking, reflection and exchange of experiences between students. The model of supervision seems to be promising, but the roles across facilitators need to be made clearer, especially the head preceptor's role, which seemed to be the most unclear role in this model.
本研究的目的是：1）调查护理专业学生对指导教师（带教老师、首席带教老师和临床讲师）所提供指导的满意程度；2）比较护理专业学生对指导教师在指导过程中给予支持和提出挑战方面的评价；3）研究指导教师在指导过程中的支持行为和挑战行为与护理专业学生对临床教育中预期学习成果达成情况的认知之间的关系。
尽管有许多关于临床教育中对学生支持的研究，但很少有研究从学生的角度进行探讨，也很少对不同指导教师进行比较。
2010年4月至11月进行了一项横断面调查研究，瑞典中部一所大学的107名护理专业学生在临床教育结束后立即回答了一份关于指导情况的问卷。
与挑战行为相比，所有指导教师组的学生对指导过程中的支持行为评价更高。学生认为带教老师和临床讲师比首席带教老师更具支持性，临床讲师比其他两组指导教师提出的挑战更多。指导过程中的支持行为和挑战行为解释了学生总体学习成果差异的39%。然而，回归系数仅在学生对带教老师支持行为的评价方面具有显著性。
护理专业学生对指导教师的指导及其对总体学习成果达成的贡献感到满意。比较表明，带教老师在更大程度上被视为具有支持性，而临床讲师在促进批判性思维、反思以及学生之间经验交流方面被视为更重要的挑战者。指导模式似乎很有前景，但不同指导教师的角色需要更加明确，尤其是首席带教老师的角色，在该模式中其角色似乎最不明确。
