Chicca Jennifer
University of North Carolina Wilmington, Wilmington, North Carolina.
Nurs Forum. 2020 Jul;55(3):480-484. doi: 10.1111/nuf.12452. Epub 2020 Apr 7.
Clinical learning experiences are the cornerstone of undergraduate nursing education as they allow students to apply theory to practice and help them develop as competent practitioners who are prepared for the realities of diverse, complex, and ever-changing practice environments.
The traditional clinical teaching model, where small groups of students work with educators who are on-site facilitating learning, has numerous issues and thus there have been calls for reform. This Creative Controversy focuses on one reform option, the alternative clinical teaching model of preceptorships, which has gained popularity in recent years.
Current evidence surrounding preceptorships in undergraduate education was examined and critiqued.
Despite their popularity, there is a lack of robust evidence surrounding preceptorships and the motivations for using this model remain questionable. Future study is needed so preceptorships are implemented according to evidence-based teaching practices and not clouded by inappropriate motivations. The author challenges readers to question their practices and work to positively contribute to the science and practice of nursing education.
临床学习经历是本科护理教育的基石，因为它们使学生能够将理论应用于实践，并帮助他们成长为有能力的从业者，为应对多样化、复杂且不断变化的实践环境的现实做好准备。
传统的临床教学模式是少数学生与现场指导学习的教育工作者合作，该模式存在诸多问题，因此有人呼吁进行改革。这场创造性争议聚焦于一种改革选择，即近年来颇受欢迎的替代临床教学模式——导师制。
审视并批判了当前围绕本科教育中导师制的证据。
尽管导师制很受欢迎，但围绕它的有力证据不足，采用该模式的动机也仍存疑问。需要进行未来研究，以便根据循证教学实践实施导师制，而不是被不恰当的动机所左右。作者向读者提出挑战，要求他们审视自己的做法，并努力为护理教育的科学与实践做出积极贡献。
