School of Nursing, Midwifery and Allied Health, Ara Institute of Canterbury (Ara), Christchurch, New Zealand.
School of Nursing, Midwifery and Allied Health, Ara Institute of Canterbury (Ara), Christchurch, New Zealand.
Nurse Educ Today. 2018 May;64:161-165. doi: 10.1016/j.nedt.2018.02.021.
The core of pre-registration nursing education is the learning that takes place during the clinical placement. However, despite the fact that registered nurse preceptors are key players in supporting students during their placements there is a lack of literature examining the views of preceptors working with nursing students in mental health settings.
To explore mental health nurses' views and experiences of working with undergraduate nursing students and determine what factors influence this experience.
A descriptive exploratory study approach using an on-line questionnaire was adopted for this study.
A specialist mental health service (SMHS) within one District Health Board in New Zealand.
89 registered nurses who had been involved in working with nursing students participated in this study.
Data was collected using an online questionnaire.
The majority of the respondents in this study reported that they felt confident and well supported in the work they did with nursing students and had a positive perception of this role. However, one significant negative factor identified was the extra stress and workload pressure they reported when working with students, when no allowance was made for this. Another key finding was that engaging in some form of education related to the preceptorship role was positively correlated with nurses knowing what was required of them, feeling confident, the extent to which they planned clinical education, and feeling that they were sufficiently appreciated.
Ensuring nurses have access to education related to clinical teaching and learning increases their confidence in the work they do with nursing students and has also been shown to have a positive impact on how they view this role.
注册护士预任导师是支持学生在实习期间学习的关键角色。然而，尽管如此，在精神健康环境中与护理学生一起工作的预任导师的观点和经验却缺乏相关文献的研究。
探索精神健康护士与本科护理学生一起工作的观点和经验，并确定影响这种经验的因素。
本研究采用描述性探索性研究方法，使用在线问卷进行。
新西兰一个地区卫生局内的专门精神卫生服务机构。
89 名参与过与护理学生合作的注册护士参与了这项研究。
使用在线问卷收集数据。
大多数受访者表示，他们在与护理学生合作的工作中感到有信心和充分支持，并且对这一角色持积极的看法。然而，一个重要的负面因素是，当没有为此做出安排时，他们在与学生一起工作时会感到额外的压力和工作负荷。另一个关键发现是，从事与预任导师角色相关的某种形式的教育与护士对自己的要求、信心程度、临床教育计划程度以及感到自己受到充分赞赏的程度呈正相关。
确保护士能够获得与临床教学和学习相关的教育，可提高他们对与护理学生合作工作的信心，并对他们对这一角色的看法产生积极影响。
