The Academy, Yeovil District Hospital NHS Foundation Trust, Higher Kingston, Yeovil, BA21 4AT, United Kingdom of Great Britain and Northern Ireland.
Bournemouth University, Faculty of Health and Social Sciences, Yeovil Campus, 91 Preston Road, Yeovil, BA20 2DN, United Kingdom of Great Britain and Northern Ireland.
Nurse Educ Today. 2019 Mar;74:38-40. doi: 10.1016/j.nedt.2018.11.022. Epub 2018 Dec 7.
Traditionally mentorship of pre-registration student nurses in clinical practice has followed a 1:1 model. Students are allocated a named mentor for the duration of the placement and they are responsible for supporting and assessing the learner. Many studies have identified problems with this approach to mentorship, including lack of time to facilitate learning on a 1:1 basis. In response to some of these challenges, a collaborative model of mentorship is being adopted both internationally and nationally. This involves placing a range of 1st, 2nd and 3rd year students on placement together, with students being allocated specific patients to care for collaboratively, under supervision. This model has already become established in Amsterdam, as an effective approach to mentorship (Lobo et al., 2014). In addition collaborative learning in practice has also been introduced in Ireland, Australia and the United States of America. This paper discusses the implementation of a collaborative model of learning by a district hospital and higher education institute (HEI) in the South West of England, commencing with a preliminary study in one placement area. Following success of this project this model is being implemented in other placement areas within the Trust.
传统上，在临床实践中对注册前护生的指导遵循 1:1 模式。学生在整个实习期间都有一个指定的导师，导师负责支持和评估学习者。许多研究已经发现这种指导方法存在问题，包括缺乏时间在 1:1 的基础上促进学习。为了应对其中的一些挑战，国际和国内都在采用协作式指导模式。这包括将一系列一年级、二年级和三年级的学生一起安排实习，学生在监督下共同负责分配给他们的特定患者的护理。这种模式已经在阿姆斯特丹确立，是一种有效的指导方法（Lobo 等人，2014）。此外，爱尔兰、澳大利亚和美国也在实践中引入了协作式学习。本文讨论了英格兰西南部的一家地区医院和高等教育机构 (HEI) 实施协作式学习模式的情况，首先在一个实习领域进行了初步研究。该项目取得成功后，该模式正在信托基金内的其他实习领域实施。
