Community Based Services, Nursing Practice Development Unit, Princess Alexandra Hospital, Building 15, Level 2, 199 Ipswich Road, Woolloongabba QLD 4102, Australia.
Nursing Practice Development Unit, Princess Alexandra Hospital, Building 15, Level 2, 199 Ipswich Road, Woolloongabba QLD 4102, Australia; Griffith University, Australian Learning & Teaching Fellow, Australia.
Nurse Educ Today. 2018 Jun;65:177-186. doi: 10.1016/j.nedt.2018.02.029. Epub 2018 Mar 2.
To identify nurses' behaviours that promote student accountability for learning in clinical practice.
Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the transition to university based education for nurses has seen the emergence of issues for busy clinicians trying to manage increasing workloads with responsibility for student learning. An understanding of what types of supervisor behaviours promote student accountability for learning, may support clinicians to more effectively manage their dual roles of clinical care and student support.
An integrative approach was adopted for this review.
A search of the Cumulative Index of Nursing and Allied Health Literature, Pubmed, Scopus and Embase was undertaken, limited to articles published between 2000 and March 2017.
Whittemore and Knafls' (2005) framework for conducting integrative reviews was used to ensure a methodological and rigorous approach.
Nine studies were considered. Behaviours emerged in relation to four themes including: belongingness associated with a genuine partnership; empowerment and increasing student self-efficacy; trust linked to increasing and staged independence; and balancing clinical and educational requirements.
Behaviours of nurses significantly influence students' accountability for learning and accordingly, their ability to be adequately prepared for professional nursing practice. Understanding behaviours that impact on students' approach to clinical placement can guide nurses in their approach to facilitating student learning, in particular, behaviours that increase student responsibility and independence over the continuum of clinical education.
确定护士在临床实践中促进学生学习责任感的行为。
医疗保健服务在满足越来越多的本科护理专业学生的临床教育要求方面面临着巨大的压力。在国际上，护士向基于大学的教育的转变使得忙碌的临床医生在管理不断增加的工作量和学生学习责任方面出现了问题。了解哪些类型的监督行为能促进学生对学习的责任感，可能有助于临床医生更有效地管理他们的双重角色，即临床护理和学生支持。
采用综合方法进行综述。
对 Cumulative Index of Nursing and Allied Health Literature、Pubmed、Scopus 和 Embase 进行了搜索，仅限于 2000 年至 2017 年 3 月期间发表的文章。
采用 Whittemore 和 Knafls（2005）的综合评论框架，以确保采用一种方法和严格的方法。
考虑了 9 项研究。行为主要与四个主题有关，包括：与真正的伙伴关系相关的归属感；赋权和提高学生的自我效能感；与增加和阶段性独立相关的信任；以及平衡临床和教育要求。
护士的行为对学生的学习责任感有重大影响，因此，他们为专业护理实践做好充分准备的能力。了解影响学生临床实习方法的行为可以指导护士在促进学生学习方面的方法，特别是那些增加学生责任和独立性的行为贯穿临床教育的始终。
