Royal Bolton Hospital, United Kingdom.
Salford University, United Kingdom.
Nurse Educ Pract. 2014 Mar;14(2):137-41. doi: 10.1016/j.nepr.2013.08.006. Epub 2013 Sep 18.
In the United Kingdom (UK), the Nursing and Midwifery Council (NMC) stipulate that practice experience makes up 50% of the nursing curricula. We argue that mentors play a pivotal role in this experience, being the main practitioner responsible for supporting learning in practice, and the NMC's framework to support learning and assessment in practice establishes the knowledge and skills that mentors must apply in practice with students. This framework acts as a resource guide to mentors on how to successfully facilitate students clinical learning experiences, ensuring that students are "fit to practice" at the point of registration. It is recognised, therefore, that it is the mentor's responsibility, once in practice, to bridge the gap between that which students are taught in the classroom, and their actual application to practice. This paper aims to undertake an analysis of the available literature on how effective feedback from mentors to students can help to ensure this fitness to practice.
在英国（UK），护理和助产学委员会（NMC）规定实践经验占护理课程的 50%。我们认为，导师在这方面起着关键作用，是主要的从业者，负责支持实践中的学习，而 NMC 的支持实践中学习和评估的框架确立了导师必须在与学生一起实践中应用的知识和技能。该框架充当了导师的资源指南，说明如何成功地为学生提供临床学习经验，确保学生在注册时“具备实践能力”。因此，人们认识到，一旦进入实践，导师有责任弥合学生在课堂上所教内容与实际应用之间的差距。本文旨在对有关导师对学生的有效反馈如何有助于确保这种实践能力的现有文献进行分析。
