Rodríguez-García Marta, Medina-Moya José Luis, González-Pascual Juan Luis, Cardenete-Reyes César
Department of Nursing, Faculty of Biomedical Sciences and Health, European University of Madrid, C/ Tajo s/n, 28670 Villaviciosa de Odón, Spain.
Faculty of Education. University of Barcelona, Gran Via de les Corts Catalanes, 585, 08007 Barcelona, Spain.
Nurse Educ Pract. 2018 Mar;29:41-47. doi: 10.1016/j.nepr.2017.11.001. Epub 2017 Nov 7.
This study aimed to explore the reflective dialogues and processes that take place between preceptors and their nursing students and to examine how preceptors make use of their expert knowledge in order to enhance students' experiential learning during clinical placements. Two 30-h courses on reflective teaching were conducted. The study sample included 15 preceptors and 27 undergraduate nursing students. Data were collected during the course and during clinical placements at two X hospitals. Data collection included non-participatory observation and informal conversations with preceptors, in-depth interviews and focus groups. Preceptors used a series of strategies to promote experiential learning; these included creating links with practice, the use of examples, allowing students to adopt professional roles and enhancing autonomy. The value of preceptors is their wealth of professional experience, which is key during the learning process of nursing students. Preceptors must learn to master the art of questioning and stimulating reflective dialogues, in order to stimulate students' critical thinking and encourage them to resolve common problems that arise during practice. Students demand a more active role in their own learning processes.
本研究旨在探索带教老师与其护生之间发生的反思性对话及过程，并考察带教老师如何利用其专业知识，以增强学生在临床实习期间的体验式学习。开展了两门时长为30小时的反思性教学课程。研究样本包括15名带教老师和27名本科护生。在课程期间以及在两家X医院的临床实习期间收集数据。数据收集包括非参与性观察、与带教老师的非正式交谈、深度访谈和焦点小组。带教老师采用一系列策略来促进体验式学习；这些策略包括与实践建立联系、举例、让学生承担专业角色以及增强自主性。带教老师的价值在于其丰富的专业经验，这在护生的学习过程中至关重要。带教老师必须学会掌握提问和激发反思性对话的技巧，以激发学生的批判性思维，并鼓励他们解决实践中出现的常见问题。学生要求在自己的学习过程中发挥更积极的作用。
