Mårtensson Gunilla, Löfmark Anna, Mamhidir Anna-Greta, Skytt Bernice
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Gävle, Sweden; Stord/Haugesund University College, Department of Health Sciences, Haugesund, Norway.
Nurse Educ Pract. 2016 Jul;19:1-6. doi: 10.1016/j.nepr.2016.03.011. Epub 2016 Mar 31.
During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self-directed and reflective learning. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship.
在临床实习期间，带教老师在帮助护生成为自信且高效的从业者方面发挥着重要的教育作用。为履行这一教育职责，他们需要充分的准备。本前瞻性研究的目的是描述带教老师在参加大学带教老师培训课程前后对其教育角色的体验。这门7.5学分的硕士水平课程以兼职形式提供，为期一个学期。理论方法是自主导向和反思性学习。27名带教老师在课程前后参加了小组访谈，并使用定性内容分析法对数据进行了分析。研究结果揭示了带教老师观念的转变。他们对教育角色的看法从以个人经验和观念为特征转变为受个人和正式要求的引导。课程前，带教工作缺乏足够的先决条件占主导，而课程后参与者描述了创造这些先决条件的方法。课程前，督导过程被描述为教学，而课程后则被描述为学生的学习过程。在带教老师培训课程中运用反思性学习可以发展和强化带教老师对其教育角色的看法，并帮助他们管理和创造带教工作的先决条件。
