Nyaga Emily Muthoni, Kyololo O'Brien Munyao
J Contin Educ Nurs. 2017 Nov 1;48(11):496-500. doi: 10.3928/00220124-20171017-06.
Clinical preceptorship is critical for the acquisition of knowledge, skills, and attitudes in nursing care. Cardinal to the development of these competences is the preceptor's knowledge on preceptorship. In low-income countries, the responsibility of preceptorship rests with staff nurses whose knowledge on preceptorship is largely unknown.
A survey was conducted among 254 nurses using a 3-point Likert scale questionnaire. Mean scale scores were computed for knowledge score. Association between training on preceptorship and level of knowledge was explored using chi square.
The mean knowledge score was 1.71 (SD ± 0.41). Few had undergone training on preceptorship; knowledge on preceptorship had been acquired experientially or through role modeling. More nurses who had undergone training agreed that preceptor-trainee roles should be clearly defined at the beginning of clinical placement, χ(1) = 15.54, p = .016.
Although nurses were knowledgeable about preceptorship, few had been trained. A formal training program on preceptorship is warranted. J Contin Educ Nurs. 2017;48(11):496-500.
临床带教对于护理知识、技能和态度的获取至关重要。这些能力发展的关键在于带教老师对带教工作的了解。在低收入国家，带教工作由注册护士负责，而他们对带教工作的了解程度大多未知。
采用3级李克特量表问卷对254名护士进行了调查。计算知识得分的平均量表分数。使用卡方检验探讨带教培训与知识水平之间的关联。
平均知识得分为1.71（标准差±0.41）。很少有人接受过带教培训；带教知识是通过实践经验或榜样学习获得的。更多接受过培训的护士认为，在临床实习开始时应明确带教老师与实习护士的角色，χ(1) = 15.54，p = 0.016。
尽管护士了解带教工作，但很少有人接受过培训。有必要开展正式的带教培训项目。《护理继续教育杂志》。2017年；48(11):496 - 500。
