Kang Chun-Mei, Chiu Hsiao-Ting, Lin Yen-Kuang, Chang Wen-Yin
Nursing Department, Cathay General Hospital, 280 Renai Rd, Sec.4, Taipei, Taiwan; School of Nursing, College of Nursing, Taipei Medial University, 250 Wuxing Street, Taipei 110, Taiwan.
Department of Information Management, Chia Nan University of Pharmacy & Science, 60, Erh-Jen RD., Sec. 1, Jen-Te, Tainan 717, Taiwan.
Nurse Educ Today. 2016 Feb;37:75-82. doi: 10.1016/j.nedt.2015.11.022. Epub 2015 Dec 2.
Most preceptor training programs consist of classroom-based courses, and only a few programs are conducted using films. Preceptors have identified most training courses as inapplicable in various clinical situations.
To describe the systematic development of a situational initiation training program (SITP) for preceptors and to evaluate its impacts on the stress levels of preceptors and new graduate nurses (NGNs), the preceptor-NGN relationship, support provided by preceptors to NGNs, and the intention to leave among NGNs during a 1-year preceptorship.
The conceptual framework of development, implementation, and evaluation was used for program completion.
Preceptors and NGNs working at a teaching medical center in Taipei participated.
The 1-day SITP workshop comprised four films, reflection time, and four classroom-based courses. Training outcomes were evaluated using a questionnaire survey for preceptors and NGNs at months 3, 6, 9, and 12 after employing the NGNs. Data were analyzed using descriptive statistics and analysis of variance with repeated measures.
The annual turnover rate of NGNs was 10.5%. During the first preceptorship year, the NGNs reported moderate stress levels, good to excellent relationships with their preceptors, moderate to excellent support from their preceptors, and low intention to leave their current jobs. Similarly, preceptors reported moderate stress levels, except at month 12 (mean=4.8), and good to excellent relationships with their NGNs. The SITP considerably improved the preceptor-NGN relationship for both NGNs and preceptors, whereas no improvement was observed in the stress levels, except in the stress levels of preceptors.
The SITP is clinically effective for preceptors; thus, nurse educators may apply the SITP for redesigning the existing preceptor training programs to develop highly skilled preceptors and improve training outcomes.
大多数带教老师培训项目都包含基于课堂的课程，只有少数项目使用影片进行培训。带教老师认为大多数培训课程在各种临床情况下都不适用。
描述针对带教老师的情景启动培训项目（SITP）的系统开发过程，并评估其对带教老师和新毕业护士（NGN）压力水平、带教老师与NGN关系、带教老师对NGN的支持以及在为期1年的带教期内NGN离职意愿的影响。
采用开发、实施和评估的概念框架来完成该项目。
台北一家教学医疗中心的带教老师和NGN参与其中。
为期1天的SITP工作坊包括四部影片、反思时间和四门基于课堂的课程。在聘用NGN后的第3、6、9和12个月，通过对带教老师和NGN进行问卷调查来评估培训结果。数据采用描述性统计和重复测量方差分析进行分析。
NGN的年离职率为10.5%。在带教的第一年，NGN报告压力水平适中，与带教老师的关系良好至优秀，得到带教老师的支持适中至优秀，且离职意愿较低。同样，带教老师报告压力水平适中，但在第12个月时除外（均值=4.8），与NGN的关系良好至优秀。SITP显著改善了NGN和带教老师之间的带教关系，然而，除了带教老师的压力水平外，其他压力水平未见改善。
SITP对带教老师具有临床有效性；因此，护理教育工作者可应用SITP重新设计现有的带教老师培训项目，以培养高技能的带教老师并提高培训效果。
