School of Nursing and Midwifery, University of South Australia, Adelaide, Australia.
College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
Nurse Educ Pract. 2018 Sep;32:64-71. doi: 10.1016/j.nepr.2018.07.010. Epub 2018 Jul 17.
Clinical placement is a core feature of Australian midwifery education programs, with clinical supervision acknowledged as a key component for student success. The aim of this study was to evaluate the clinical facilitation models in South Australia, specifically the quality of clinical supervision to facilitate learning, and key stakeholder satisfaction. A mixed method evaluation research design was used to compare three models of clinical facilitation for midwifery students undertaking clinical placement across five venues. Midwifery students (n = 174), across two universities completed an anonymous e-survey utilising the validated Clinical Placement Experience Questionnaire. Midwives (n = 149) across five venues completed an anonymous purpose-designed questionnaire on their experience providing clinical supervision to midwifery students and Clinical Facilitators (n = 8) representing three facilitation models completed a self-report e-diary for two weeks and engaged in a focus group. Few differences were identified between the quality of student support and learning opportunities. Students in all models were well orientated and prepared for the clinical environment. Clinical Facilitators were supportive, educative and valuable for the students to achieve their learning objectives. One significant difference was that facilitators employed in the 'Shared' model were more able to provide support to midwives supervising students and maintain good liaison with the universities.
临床实习是澳大利亚助产士教育项目的核心特征，临床监督被认为是学生取得成功的关键组成部分。本研究旨在评估南澳大利亚的临床促进模式，特别是促进学习的临床监督质量和主要利益相关者的满意度。采用混合方法评估研究设计，比较了在五个地点进行临床实习的助产士学生的三种临床促进模式。两所大学的 174 名助产士学生完成了一项匿名电子调查，该调查使用了经过验证的临床实习体验问卷。五个地点的 149 名助产士完成了一份关于他们为助产士学生提供临床监督经验的目的设计的匿名问卷，8 名临床促进者（代表三种促进模式）完成了为期两周的自我报告电子日记，并参加了焦点小组。在学生支持和学习机会的质量方面，很少有差异。所有模式的学生都很好地适应了临床环境，并为临床环境做好了准备。临床促进者对学生很支持、有教育意义，对学生实现学习目标很有价值。一个显著的区别是，在“共享”模式下雇用的促进者能够为监督学生的助产士提供更多支持，并与大学保持良好的联系。
