Chen Shu-Hwa, Chien Li-Yu, Kuo Mei-Ling, Li Yi-Hui, Chiang Ming-Chu, Liu Ya-Ching
J Contin Educ Nurs. 2017 Apr 1;48(4):190-196. doi: 10.3928/00220124-20170321-10.
Postgraduate clinical training programs improve the core competence of nurses. How postgraduate-year (PGY) nurses perceive their clinical competence and their preceptors' perceptions may affect program effectiveness. This study compared the perspectives of clinical competencies of PGY nurses engaged in a residency program in Taiwan with their preceptors' perspectives.
A cross-sectional study was conducted at a medical center in Taiwan. The Nursing Competence Questionnaire was used to obtain data from 99 pairs of PGY nurses and preceptors.
PGY nurses' scores were higher than their preceptors' for communication, patient education, and management competencies (p <.05). Preceptors with more years of clinical experience exhibited greater assessment discrepancies for clinical care, communication, patient education, research awareness, and overall competence (p <.05).
Preceptor development courses should be grounded in a strong pedagogical framework. An assessment tool with explicit behavioral indicators would be needed for objective evaluation from both perspectives. J Contin Educ Nurs. 2017;48(4):190-196.
研究生临床培训项目可提升护士的核心能力。研究生阶段（PGY）护士对自身临床能力的认知以及其带教老师的认知可能会影响项目效果。本研究比较了台湾地区参加住院医师培训项目的PGY护士与其带教老师对临床能力的看法。
在台湾一家医学中心进行了一项横断面研究。使用护理能力问卷从99对PGY护士和带教老师处获取数据。
PGY护士在沟通、患者教育和管理能力方面的得分高于其带教老师（p <.05）。临床经验更丰富的带教老师在临床护理、沟通、患者教育、研究意识和总体能力方面表现出更大的评估差异（p <.05）。
带教老师发展课程应以强大的教学框架为基础。需要一个具有明确行为指标的评估工具，以便从两个角度进行客观评估。《继续护理学教育杂志》。2017年；48(4):190 - 196。
