Department of Mental Health Nursing, Campus Docent Sant Joan de Déu, School of Nursing, University of Barcelona, Carrer Miret i Sans 10-16, 08034, Barcelona, Spain.
Department of Public Health and Community Nursing, Campus Docent Sant Joan de Déu, School of Nursing, University of Barcelona, Carrer Miret i Sans 10-16, 08034, Barcelona, Spain.
Nurse Educ Pract. 2019 May;37:81-87. doi: 10.1016/j.nepr.2019.05.005. Epub 2019 May 20.
The goal of personal tutoring is not only to guide future nurse practitioners in all aspects of their professional development in the academic context, but to support their development for nursing practice as well. The aim of this study is to explore how nursing students and personal tutors experience the process of personal tutoring. This was a qualitative study using educational action research methodology and convenience sampling, taking into account the criteria of maximum variation and theoretical saturation. Data were gathered through focus groups conducted separately with nursing students and personal tutors. The analysis revealed three categories that described the participants' experience of personal tutoring: tutoring as a supportive relationship that includes pastoral care; the personal tutor as a professional who links theory and practice; group meetings as an opportunity for peer support and learning. Personal tutoring is perceived by students and tutors as a supportive relationship that contributes to both the personal and the professional development of future nurse practitioners.
个人辅导的目标不仅在于指导未来的执业护师在学术背景下的各个方面的专业发展，而且还要支持他们在护理实践方面的发展。本研究旨在探讨护理学生和个人导师如何体验个人辅导过程。这是一项使用教育行动研究方法和便利抽样的定性研究，考虑了最大变异和理论饱和的标准。通过分别与护理学生和个人导师进行的焦点小组收集数据。分析揭示了描述参与者个人辅导体验的三个类别：辅导作为一种包括精神关怀的支持性关系；个人导师作为连接理论与实践的专业人员；小组会议作为同伴支持和学习的机会。学生和导师都认为个人辅导是一种支持性关系，有助于未来执业护师的个人和专业发展。
