Jansson Inger, Ene Kerstin W
Institute of Health and Care Sciences, University of Gothenburg, Sweden.
Department of Research, Development and Education, Region Halland, Sweden.
Nurse Educ Pract. 2016 Sep;20:17-22. doi: 10.1016/j.nepr.2016.06.002. Epub 2016 Jun 6.
A supportive clinical learning environment is important for nursing students' learning. In this study, a contract between a county and a university involving a preceptor model of clinical education for nursing students is described. The aim of this study was to describe nursing students' clinical education based on quality indicators and to describe the students' experiences of what facilitated or hindered the learning process during their clinical practice. During autumn 2012 and spring 2013, 269 student evaluations with quantitative and qualitative answers were filled out anonymously. Quantitative data from the questionnaires concerning the quality indicators: Administration/information, Assessments/examinations and Reflection were processed to generate descriptive statistics that revealed gaps in what the preceptor model demands and what the students reported. The answers from the qualitative questions concerning the quality indicator Learning were analysed using content analysis. Four categories emerged: Independence and responsibility, continuity of learning, time, and the competence and attitudes of the staff. The study underlines that reflection, continuity, communication and feedback were important for the students' learning process, whereas heavy workload among staff and being supervised by many different preceptors were experienced as stressful and hindering by students.
一个支持性的临床学习环境对护理专业学生的学习很重要。在本研究中，描述了一个县与一所大学之间涉及护理专业学生临床教育带教模式的合作协议。本研究的目的是根据质量指标描述护理专业学生的临床教育情况，并描述学生在临床实习期间对促进或阻碍学习过程因素的体验。在2012年秋季和2013年春季，269名学生进行了匿名的定量和定性评价。对问卷中有关质量指标（管理/信息、评估/考试和反思）的定量数据进行处理，以生成描述性统计数据，揭示带教模式要求与学生报告之间的差距。使用内容分析法对有关质量指标“学习”的定性问题的答案进行分析。出现了四个类别：独立性和责任感、学习的连续性、时间以及工作人员的能力和态度。该研究强调，反思、连续性、沟通和反馈对学生的学习过程很重要，而工作人员工作量大以及由许多不同带教老师指导，学生认为这会带来压力并阻碍学习。
