Kaddoura Mahmoud A
J Contin Educ Nurs. 2013 Nov;44(11):488-95; quiz 496-7. doi: 10.3928/00220124-20130816-21. Epub 2013 Aug 23.
Little research has been conducted to examine the effect of preceptor behaviors on the critical thinking of new graduate nurses in the intensive care unit (ICU). This study explored the perceptions of new graduates on the effect of preceptor behaviors and strategies on the development of their critical thinking skills, using a qualitative exploratory descriptive design. Data were collected with demographic surveys and semistructured interviews. Data were analyzed with a qualitative content analysis approach. The study showed that relationships between new graduates and their preceptors played a key role in the development of critical thinking skills in new graduate nurses, and specific practical implications were suggested. The study data are useful for critical care nurses, preceptors, nurse educators, and clinical nurse specialists. The findings contribute to efforts to enhance the preceptor-preceptee relationship and develop critical thinking skills in new graduates.
很少有研究探讨带教行为对重症监护病房（ICU）新毕业护士批判性思维的影响。本研究采用定性探索性描述性设计，探讨新毕业生对带教行为和策略对其批判性思维技能发展影响的看法。通过人口统计学调查和半结构化访谈收集数据。采用定性内容分析方法对数据进行分析。研究表明，新毕业生与其带教老师之间的关系在新毕业护士批判性思维技能的发展中起着关键作用，并提出了具体的实践意义。研究数据对重症护理护士、带教老师、护士教育工作者和临床护理专家有用。这些发现有助于加强带教老师与被带教者的关系，并培养新毕业生的批判性思维技能。
