Middlesex University, London, UK.
Centre for Research in Nursing and Midwifery Education, University of Surrey, Guildford, UK.
J Clin Nurs. 2018 Jan;27(1-2):123-131. doi: 10.1111/jocn.13855. Epub 2017 Aug 3.
To explore how preceptor support can assist newly qualified nurses to put knowledge to work across interconnected forms of knowledge when delegating to healthcare assistants.
Current literature on preceptorship in nursing has failed to explore how competence is underpinned by knowledge frameworks in clinical practice.
An ethnographic case study in three hospital sites in England (2011-2014).
Data collection included participant observation, interviews with 33 newly qualified nurses, 10 healthcare assistants and 12 ward managers. Data were analysed using thematic analysis. A tool to assist newly qualified nurses to delegate and supervise newly qualified nurses during the preceptorship period was developed and piloted with thirteen newly qualified nurses in the same sites. A process evaluation was undertaken.
Focusing on a key task for newly qualified nurses, delegation to healthcare assistants, we argue that preceptorship can support newly qualified nurses as they put knowledge to work in the transition from qualifying student to newly qualified nurses. In supportive ward cultures, limited access to formal preceptorship can be bolstered by team support. newly qualified nurses in less supportive ward cultures may have both a greater need for preceptorship and fewer compensatory mechanisms available to them when formal preceptorship is not available. We argue that organisational learning contexts and individual learning styles (interconnected domains of learning) are key to understanding effective preceptorship.
We suggest that putting knowledge to work early in their careers with preceptorship support may assist newly qualified nurses to develop confidence and competence in delegation and supervision of healthcare assistants.
Our findings suggest that newly qualified nurses need to be supported by effective preceptorship in their learning as they transition from undergraduate to post graduate. Preceptorship programmes at ward and organisational level need to recognise the intensity of the learning required during this transition phase.
探索导师支持如何帮助新合格的护士在将知识分配给医疗助理时，将知识应用于相互关联的知识形式。
目前关于护理实习的文献未能探讨在临床实践中知识框架如何支撑能力。
在英格兰的三个医院地点进行的民族志案例研究（2011-2014 年）。
数据收集包括参与观察、对 33 名新合格护士、10 名医疗助理和 12 名病房经理的访谈。数据使用主题分析进行分析。开发了一种工具，以协助新合格护士在实习期间进行分配和监督新合格护士，并在同一地点的 13 名新合格护士中进行了试点。进行了过程评估。
我们专注于新合格护士的一项关键任务，即向医疗助理分配任务，我们认为实习可以在从合格学生过渡到新合格护士的过程中为新合格护士提供支持。在支持性病房文化中，有限的正式实习机会可以通过团队支持来加强。在支持性较差的病房文化中，新合格护士可能不仅需要更多的实习机会，而且在没有正式实习的情况下，可供他们使用的补偿机制也较少。我们认为，组织学习环境和个人学习风格（学习的相互关联领域）是理解有效实习的关键。
我们认为，在职业生涯早期通过实习支持将知识付诸实践，可能有助于新合格护士在分配和监督医疗助理方面建立信心和能力。
我们的研究结果表明，新合格护士在从本科到研究生过渡期间需要得到有效的实习支持。病房和组织层面的实习计划需要认识到这一过渡阶段所需的学习强度。
