Hilli Yvonne, Sandvik Ann-Helén
Faculty of Nursing and Health Sciences, Nord University, Norway; Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden.
Faculty of Nursing and Health Sciences, Nord University, Norway; Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden.
Nurse Educ Today. 2020 Jul;90:104454. doi: 10.1016/j.nedt.2020.104454. Epub 2020 Apr 23.
Preceptorship is one model of supporting student nurses' learning and development during their clinical education. However, little is known about what there is in preceptorship that promotes or hinders learning. Earlier studies found that there were ethical dimensions to students' encounters with preceptors.
The overall purpose of this Nordic follow-up study was to develop a model for learning compassionate care among student nurses during their clinical education - first, to deeper understand the learning of student nurses, and second, to investigate the phenomenon of preceptorship from the preceptors´ point of view.
This study used a mixed methods design. Undergraduate student nurses (n = 139) from three universities in Finland and Sweden were shadowed for a period of three years. Quantitative data were collected through a questionnaire and were analysed using statistical methods. To better understand the learning acquired by the student nurses, focus group interviews (n = 70) were conducted. The phenomenological-hermeneutical approach was adopted. To capture the preceptors' point of view, narrative interviews were held with them (n = 88) in western Finland and northern Sweden. A hermeneutical approach was used when analysing the data.
According to both student nurses and preceptors, a caring student-preceptor relationship, imbued with commitment, reverence and responsibility, is fundamental and serves as the basis for students' learning and development more than pedagogical methods used. Three main themes emerged: a caring student-preceptor relationship; a caring manner of being-the conduct; and a caring culture-the tone of the learning space.
This study shows the importance of preceptorship on student nurses in their quest of becoming compassionate and caring nurses. Therefore, based on earlier findings and the findings in this study, there is a need to facilitate and support the students' transformation, that is, the process of becoming, from student to a professional nurse.
导师制是在临床教育期间支持护生学习与发展的一种模式。然而，对于导师制中促进或阻碍学习的因素却知之甚少。早期研究发现，护生与带教老师的接触存在伦理层面的问题。
这项北欧追踪研究的总体目的是建立一个模型，以促进护生在临床教育期间学习富有同情心的护理——其一，更深入地了解护生的学习情况；其二，从带教老师的角度调查导师制现象。
本研究采用混合方法设计。对来自芬兰和瑞典三所大学的139名本科护生进行了为期三年的跟踪观察。通过问卷调查收集定量数据，并采用统计方法进行分析。为了更好地理解护生所获得的学习成果，进行了焦点小组访谈（n = 70）。采用现象学-诠释学方法。为了了解带教老师的观点，在芬兰西部和瑞典北部对他们进行了叙事访谈（n = 88）。分析数据时采用诠释学方法。
根据护生和带教老师的说法，一种充满承诺、敬畏和责任的关怀型护生-带教老师关系是至关重要的，并且比所使用的教学方法更能作为护生学习与发展的基础。出现了三个主要主题：关怀型护生-带教老师关系；关怀型存在方式——行为；以及关怀型文化——学习空间的氛围。
本研究表明导师制对护生成为富有同情心和关怀心的护士的重要性。因此，基于早期研究结果和本研究的发现，有必要促进和支持学生的转变，即从学生转变为专业护士的过程。
