OsloMet - Oslo Metropolitan University, Oslo, Norway.
Division of Emergencies and Critical Care, Oslo University Hospital (OUS), Oslo, Norway.
J Clin Nurs. 2020 May;29(9-10):1673-1683. doi: 10.1111/jocn.15227. Epub 2020 Mar 10.
To examine which competencies mentors and student nurse anaesthetists perceive as important in a clinical anaesthesia education practice.
Mentoring during clinical placement in the operating room can be challenging from the viewpoint of both a nurse anaesthetist and their students. The operating room is a work environment with many restrictions, and the nurse anaesthetist's work requires prompt decisions and actions. Simultaneously, the mentor is tasked with guiding and supporting the student.
A qualitative approach including two focus group interviews was used. The analysis was conducted using systematic text condensation. The COREQ checklist for qualitative studies was applied.
The analysis yielded two main categories, including two sub-categories for each. The first, "Mentoring in the operating room," contained sub-categories "Application of knowledge and expectations" and "Mentoring experiences," and the second, "Creating a good climate for learning," contained sub-categories "Impact on mentoring: human factors" and "Impact on mentoring: obstacle factors." The mentor's knowledge of human relationships and learning strategies emerged as an important factor with the potential to influence the students' learning and self-confidence. Another valuable consideration was the ability to give constructive feedback, from the perspective of both. However, production pressure was a negative factor for effective knowledge transition.
The ability to give constructive feedback and having an awareness of one's own attitude-which should ideally be positive and inclusive-are crucial mentoring skills. Mutual expectations must be clearly communicated before the clinical placement period, including learning assumptions, a progression plan and learning outcomes. This will facilitate the planning and help to direct the optimal course of learning.
This study highlights that an awareness of the student's vulnerability and the mentor's pedagogical competence and learning strategy are crucial factors to take into account.
探讨带教老师和实习护生对临床麻醉教育实践中哪些能力重要的看法。
从麻醉护士和学生的角度来看，在手术室进行临床实习时，带教可能具有挑战性。手术室是一个工作环境，有许多限制，麻醉护士的工作需要迅速做出决定和采取行动。同时，导师的任务是指导和支持学生。
采用定性方法，包括两次焦点小组访谈。分析采用系统文本浓缩法进行。应用了定性研究的 COREQ 清单。
分析产生了两个主要类别，每个类别包含两个子类别。第一个类别是“手术室带教”，包含“知识和期望的应用”和“带教经验”两个子类别；第二个类别是“营造良好的学习氛围”，包含“对带教的影响：人为因素”和“对带教的影响：障碍因素”两个子类别。导师对人际关系和学习策略的了解是一个重要因素，有可能影响学生的学习和自信心。另一个值得考虑的因素是从双方的角度提供建设性反馈的能力。然而，生产压力是有效知识转移的一个负面影响因素。
提供建设性反馈的能力以及对自己态度的认识（理想情况下应是积极和包容的）是至关重要的带教技能。在临床实习前，必须明确沟通相互期望，包括学习假设、进展计划和学习成果。这将有助于规划，并有助于指导最佳的学习过程。
本研究强调，意识到学生的脆弱性以及导师的教学能力和学习策略是需要考虑的关键因素。
