Mamhidir Anna-Greta, Kristofferzon Marja-Leena, Hellström-Hyson Eva, Persson Elisabeth, Mårtensson Gunilla
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.
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Sweden.
Nurse Educ Pract. 2014 Aug;14(4):427-33. doi: 10.1016/j.nepr.2014.01.010. Epub 2014 Jan 24.
Preceptors play an important role in the process of developing students' knowledge and skills. There is an ongoing search for the best learning and teaching models in clinical education. Little is known about preceptors' perspectives on different models. The aim of the study was to describe nursing preceptors' experiences of two clinical models of clinical education: peer learning and traditional supervision. A descriptive design and qualitative approach was used. Eighteen preceptors from surgical and medical departments at two hospitals were interviewed, ten representing peer learning (student work in pairs) and eight traditional supervision (one student follows a nurse during a shift). The findings showed that preceptors using peer learning created room for students to assume responsibility for their own learning, challenged students' knowledge by refraining from stepping in and encouraged critical thinking. Using traditional supervision, the preceptors' individual ambitions influenced the preceptorship and their own knowledge was empathized as being important to impart. They demonstrated, observed and gradually relinquished responsibility to the students. The choice of clinical education model is important. Peer learning seemed to create learning environments that integrate clinical and academic skills. Investigation of pedagogical models in clinical education should be of major concern to managers and preceptors.
带教老师在培养学生知识和技能的过程中发挥着重要作用。临床教育领域一直在探寻最佳的学习与教学模式。对于带教老师对不同模式的看法，我们了解甚少。本研究的目的是描述护理带教老师对两种临床教育模式的体验：同伴学习和传统督导。采用了描述性设计和定性研究方法。对两家医院外科和内科的18名带教老师进行了访谈，其中10名代表同伴学习模式（学生两两合作），8名代表传统督导模式（一名学生在轮班期间跟随一名护士）。研究结果表明，采用同伴学习模式时，带教老师为学生创造了对自身学习负责的空间，通过不介入来挑战学生的知识，并鼓励批判性思维。采用传统督导模式时，带教老师的个人抱负影响了带教工作，他们强调自身知识对传授的重要性。他们进行示范、观察，并逐渐将责任移交给学生。临床教育模式的选择很重要。同伴学习似乎营造了将临床技能和学术技能相结合的学习环境。临床教育中教学模式的研究应成为管理人员和带教老师的主要关注点。
