影响临床教育工作者在临床工作场所运用其教育知识和技能方式的因素：一项定性研究
Factors shaping how clinical educators use their educational knowledge and skills in the clinical workplace: a qualitative study.
作者信息
Kumar Koshila, Greenhill Jennene
机构信息
Flinders University Rural Clinical School, Flinders University, GPO Box 2001, Adelaide, 5001, South Australia, Australia.
出版信息
BMC Med Educ. 2016 Feb 18;16:68. doi: 10.1186/s12909-016-0590-8.
BACKGROUND
In order to consolidate their educational knowledge and skills and develop their educational role, many clinicians undertake professional development in clinical education and supervision. It is well established that these educationally-focussed professional development activities have a positive impact. However, it is less clear what factors within the clinical workplace can shape how health professionals may use and apply their educational knowledge and skills and undertake their educational role. Looking through the lens of workplace affordances, this paper draws attention to the contextual, personal and interactional factors that impact on how clinical educators integrate their educational knowledge and skills into the practice setting, and undertake their educational role.
METHODS
Data were gathered via a survey of 387 clinical educators and semi-structured interviews with 12 clinical educators and 6 workplace managers. In this paper, we focus on analysing and reporting the qualitative data gathered in this study. This qualitative data were subject to a thematic analysis and guided by theoretical constructs related to workplace affordances.
RESULTS
Three key themes were identified including contextual, personal and interactional factors. Contextual elements referred to organisational structures and systems that impact on participants' educational role, how participants' clinical education role was articulated and configured within the organisation, and how the organisation shaped the educational opportunities available to clinicians. Personal factors encompassed clinicians' personal motivations and goals to teach and be involved in education, develop their own educational skills and function as a role model for students. Interactional factors referred to the professional interactions and networks through which clinicians shared their educational knowledge and skills and further consolidated their profile as educational advocates in their workplace.
CONCLUSIONS
There are a number of contextual, personal and interactional factors which interrelate in complex ways and impact on how clinical educators use their educational knowledge and skills and undertake their educational role in the clinical setting. To fully realise the potential of and fulfil the requirements of their educational role, clinical educators need to be provided appropriate experiential and meaningful workplace opportunities and the guidance to use, share and reflect on their educational knowledge and skills in the clinical workplace.
背景
为了巩固其教育知识和技能并发挥其教育作用，许多临床医生参与临床教育与督导方面的专业发展。众所周知，这些以教育为重点的专业发展活动具有积极影响。然而，临床工作场所中的哪些因素能够塑造卫生专业人员运用和应用其教育知识与技能以及履行其教育角色的方式，这一点尚不太明确。本文从工作场所可供性的角度出发，提请关注影响临床教育工作者如何将其教育知识和技能融入实践环境并履行其教育角色的情境、个人和互动因素。
方法
通过对387名临床教育工作者进行调查以及对12名临床教育工作者和6名工作场所管理人员进行半结构化访谈来收集数据。在本文中，我们着重分析和报告本研究中收集的定性数据。这些定性数据接受了主题分析，并以与工作场所可供性相关的理论构建为指导。
结果
确定了三个关键主题，包括情境、个人和互动因素。情境要素指的是影响参与者教育角色的组织结构和系统、参与者的临床教育角色在组织内如何被阐明和配置，以及组织如何塑造临床医生可获得的教育机会。个人因素包括临床医生进行教学和参与教育、发展自身教育技能以及成为学生榜样的个人动机和目标。互动因素指的是临床医生通过其分享教育知识和技能并进一步巩固其在工作场所作为教育倡导者形象的专业互动和网络。
结论
存在许多情境、个人和互动因素，它们以复杂的方式相互关联，并影响临床教育工作者如何运用其教育知识和技能以及在临床环境中履行其教育角色。为了充分发挥其教育角色的潜力并满足其要求，需要为临床教育工作者提供适当的体验式且有意义的工作场所机会，以及在临床工作场所运用、分享和反思其教育知识和技能的指导。
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