Bice April A, Parker Diane L
J Nurs Educ. 2019 Mar 1;58(3):160-164. doi: 10.3928/01484834-20190221-06.
In nurse practitioner (NP) programs, NP faculty are responsible for evaluating student progress via clinical site visits. The purpose of this pilot study revolved around investigating the following aims: virtual clinical site visit feasibility, faculty perspectives related to implementing virtual and face-to-face clinical site visits, and exploration of student learning and related experiences with both virtual and face-to-face site visits.
This mixed-methods pilot study included cross-sectional assessment of faculty and preceptor perspectives, as well as an open-ended qualitative descriptive survey for students.
Three themes of student experience were found: We Discussed Strengths and Weaknesses, I Had a Better Experience, and I Had Trouble. Faculty years in practice was significantly associated with preference of face-to-face visits and preference of observing preceptor teaching methods.
Student learning needs for clinical site visits are multifactorial. Virtual site visits are feasible, cost effective, and time efficient for faculty and nursing administration needs. [J Nurs Educ. 2014;53(3):160-164.].
在执业护士（NP）项目中，NP教员负责通过临床实地考察评估学生的进展。这项试点研究的目的围绕以下几个目标展开：虚拟临床实地考察的可行性、教员对实施虚拟和面对面临床实地考察的看法，以及探索学生在虚拟和面对面实地考察中的学习及相关体验。
这项混合方法的试点研究包括对教员和带教老师看法的横断面评估，以及针对学生的开放式定性描述性调查。
发现了学生体验的三个主题：我们讨论了优点和缺点、我的体验更好、我遇到了困难。教员的执业年限与面对面考察的偏好以及观察带教老师教学方法的偏好显著相关。
临床实地考察的学生学习需求是多因素的。虚拟实地考察对于教员和护理管理需求而言是可行的、具有成本效益且高效省时的。[《护理教育杂志》。2014年；53(3):160 - 164。]
