School of Nursing, University of Northern British Columbia, Prince George, British Columbia, Canada.
School of Nursing, University of Northern British Columbia, Prince George, British Columbia, Canada.
Nurse Educ Today. 2018 Apr;63:76-80. doi: 10.1016/j.nedt.2018.01.017. Epub 2018 Feb 6.
During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica.
To understand teacher-led clinical practica from the perspective of staff nurses.
A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs.
Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning.
Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession.
在教师主导的临床实习和导师指导的实习中，学生与在临床科室工作的护士员工互动，并从他们身上学习。人们明白，护士员工与护理学生之间的积极互动可以提高临床实践中的学习效果。虽然人们对导师在与护理学生合作方面的经验有很多了解，但迄今为止，关于护士员工对与教师主导实习中学生互动的看法的证据很少。
从护士员工的角度了解教师主导的临床实习。
采用定性描述方法回答了这个问题：护士员工如何看待他们在教师主导的实习中对护理学生学习的贡献？在加拿大西部一家地区急症护理医院工作的 9 名注册护士（RN）通过半结构化访谈接受了采访。使用跨案例分析对访谈记录进行分析，以发现主题，并由几位经验丰富的 RN 检查研究结果。
分析表明，护士与护理学生的互动很复杂。护士希望“培养”他们未来的同事，但对病房里的学生感到沉重的责任负担。这种对护士员工的负担感受到多种因素的影响：实践环境、临床指导员、学生本身以及护士对自己对学生学习贡献的理解。
尽管教师主导的实习中有多种因素导致责任感增加，但护士员工仍然愿意支持学生的学习。需要工作场所环境、护理项目和个人支持来支持他们继续参与学生的学习。护士需要知道他们作为榜样的重要性，以及他们的偶然互动对学生护士向专业社会化的影响。
