学生临床学习准备特征：采用德尔菲法的临床教育者观点。
Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach.
机构信息
The University of Queensland, School of Health and Rehabilitation Sciences, Queensland, Australia.
出版信息
BMC Med Educ. 2012 Nov 13;12:112. doi: 10.1186/1472-6920-12-112.
BACKGROUND
During clinical placements, clinical educators facilitate student learning. Previous research has defined the skills, attitudes and practices that pertain to an ideal clinical educator. However, less attention has been paid to the role of student readiness in terms of foundational knowledge and attitudes at the commencement of practice education. Therefore, the aim of this study was to ascertain clinical educators' views on the characteristics that they perceive demonstrate that a student is well prepared for clinical learning.
METHODS
A two round on-line Delphi study was conducted. The first questionnaire was emailed to a total of 636 expert clinical educators from the disciplines of occupational therapy, physiotherapy and speech pathology. Expert clinical educators were asked to describe the key characteristics that indicate a student is prepared for a clinical placement and ready to learn. Open-ended responses received from the first round were subject to a thematic analysis and resulted in six themes with 62 characteristics. In the second round, participants were asked to rate each characteristic on a 7 point Likert Scale.
RESULTS
A total of 258 (40.56%) responded to the first round of the Delphi survey while 161 clinical educators completed the second (62.40% retention rate). Consensus was reached on 57 characteristics (six themes) using a cut off of greater than 70% positive respondents and an interquartile deviation IQD of equal or less than 1.
CONCLUSIONS
This study identified 57 characteristics (six themes) perceived by clinical educators as indicators of a student who is prepared and ready for clinical learning. A list of characteristics relating to behaviours has been compiled and could be provided to students to aid their preparation for clinical learning and to universities to incorporate within curricula. In addition, the list provides a platform for discussions by professional bodies about the role of placement education.
背景
在临床实习期间，临床教育者促进学生的学习。先前的研究已经定义了与理想临床教育者相关的技能、态度和实践。然而，对于学生在实践教育开始时的基础知识和态度方面的准备情况，关注较少。因此，本研究的目的是确定临床教育者对他们认为表现出学生为临床学习做好充分准备的特征的看法。
方法
进行了两轮在线德尔菲研究。第一轮问卷总共发送给来自职业治疗、物理治疗和言语病理学等学科的 636 名专家临床教育者。要求专家临床教育者描述表明学生为临床实习做好准备并准备学习的关键特征。第一轮收到的开放式回答进行了主题分析，结果得出了 6 个主题和 62 个特征。在第二轮中，参与者被要求对每个特征进行 7 点李克特量表评分。
结果
共有 258 名（40.56%）人回应了第一轮德尔菲调查，而 161 名临床教育者完成了第二轮（62.40%的保留率）。使用大于 70%的阳性受访者和大于或等于 1 的四分位差 IQD 的截止值，达成了 57 个特征（六个主题）的共识。
结论
本研究确定了临床教育者认为表明学生为临床学习做好准备并准备就绪的 57 个特征（六个主题）。已经编制了一份与行为相关的特征清单，可提供给学生以帮助他们为临床学习做准备，并提供给大学以纳入课程。此外，该清单为专业团体讨论实习教育的作用提供了一个平台。
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