College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia; Intensive Care Unit, Critical Care Services, Royal Adelaide Hospital, Adelaide, SA, Australia.
College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia. Electronic address: https://twitter.com/ProfLindaSweet.
Nurse Educ Pract. 2019 Mar;36:101-107. doi: 10.1016/j.nepr.2019.03.001. Epub 2019 Mar 6.
Precepting is a common and expected role of nurses in clinical settings worldwide. This research explored novice nurse's experiences of precepting undergraduate nursing students in high-acuity hospital environments. An interpretive study was undertaken with 12 novice nurses (<3-years of post-registration clinical experience), who were precepting nursing students. Data was collected through focus groups and thematically analysed. The zone of proximal development theory was applied to understand the relationship of learning that occurs between students and nurses. Three themes were identified. Firstly, participants established that precepting students enhanced their own self-development, and was a rewarding role, that not only developed the student into a nurse, but provided opportunities for the novice nurse to learn. Second, precepting was both challenging and rewarding. The challenges involved the student, the context, and the preceptors' own teaching and learning skills, resulting in feelings of frustration and conflict between nursing care and preceptor roles. Third, precepting was an expectation of both the nursing role and from senior nurses. At times, the participants felt overwhelmed and drained, particularly when having students that challenged them on multiple consecutive shifts. Participants identified the need for guidance and support from more capable peers to develop confidence while precepting nursing students.
带教是全球临床环境中护士的常见且预期的角色。本研究探讨了新手护士在高急症医院环境中带教本科护生的体验。采用解释性研究方法，对 12 名新手护士（<3 年注册后临床经验）进行了研究，他们正在带教护理学生。通过焦点小组收集数据，并进行主题分析。应用最近发展区理论来理解学生和护士之间发生的学习关系。确定了三个主题。首先，参与者认为带教学生可以促进自身的自我发展，是一项有益的工作，不仅可以将学生培养成护士，而且还为新手护士提供了学习的机会。其次，带教既有挑战性又有回报。挑战来自学生、背景以及带教者自身的教学技能，这导致了护理工作和带教角色之间的挫败感和冲突感。第三，带教是护理角色和资深护士的共同期望。有时，参与者感到不知所措和疲惫不堪，尤其是当连续多班都有挑战他们的学生时。参与者认为需要从更有能力的同事那里获得指导和支持，以在带教护理学生时建立信心。
