Glynn Donna M, McVey Cecilia, Wendt Judith, Russell Bonnie
Assistant Professor of Nursing, Simmons College, Boston, MA.; Nurse Scientist, Veterans Affairs Boston Healthcare System, Boston, MA..
Associate Chief of Nursing and Patient Care Services, VA Boston Healthcare System.
J Prof Nurs. 2017 Mar-Apr;33(2):108-112. doi: 10.1016/j.profnurs.2016.08.005. Epub 2016 Aug 21.
Over the past decade, health care leaders have called for a radical transformation in health care and nursing education. Patient care has become complex, demanding succinct interprofessional communication and collaboration to optimize the care of the patient, and the nurse at the bedside is the optimal leader at the point of care. Assistance with the clinical reasoning and critical thinking with nursing students is pivotal for successful patient outcomes. The expert clinical nurse at the bedside is the premier faculty to guide the young practitioner in the care of the patient. A dedicated educational unit (DEU) is an example of an academic-practice partnership designed to provide students with a positive clinical learning environment. The purpose of this qualitative research study was to identify the role perceptions of staff nurse's participating as clinical instructors on a DEU and the perceived educational learning needs of the experienced staff nurses. After Veterans Affairs Boston Healthcare System Institutional Review Board approval, a total of 8 nurses serving in the role of clinical instructor on a DEU participated in the study. Content analyses were used to code and synthesize common theses from the interviews. The themes that emerged related to role perception were mentoring, ensuring competency with basic skills and tasks, and development of critical thinking in nursing clinical education. The themes related to perceived learning needs of staff nurses related to the role of clinical instructor were the need for clear objectives from the academic affiliate, more coordination and acknowledgement by the academic affiliate, and addition education in dealing with students with diverse learning needs and accommodations.
在过去十年中，医疗保健领域的领导者呼吁对医疗保健和护理教育进行彻底变革。患者护理变得日益复杂，需要简洁的跨专业沟通与协作以优化患者护理，而床边护士是护理现场的最佳领导者。帮助护理专业学生进行临床推理和批判性思维对于实现成功的患者治疗结果至关重要。床边的专家临床护士是指导年轻从业者进行患者护理的首要教员。专门教育单元（DEU）是一种学术与实践伙伴关系的范例，旨在为学生提供积极的临床学习环境。这项定性研究的目的是确定在专门教育单元担任临床教员的注册护士的角色认知，以及经验丰富的注册护士所感知到的教育学习需求。在获得波士顿退伍军人事务医疗保健系统机构审查委员会的批准后，共有8名在专门教育单元担任临床教员的护士参与了该研究。内容分析被用于对访谈中的共同主题进行编码和综合。出现的与角色认知相关的主题包括指导、确保基本技能和任务的能力，以及在护理临床教育中培养批判性思维。与担任临床教员的注册护士所感知到的学习需求相关的主题包括需要学术附属机构明确目标、学术附属机构更多的协调与认可，以及增加应对具有不同学习需求和适应方式的学生的教育内容。
