大学本科护理专业学生的临床教学：乌干达的执业护士准备好了吗？
Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?
作者信息
Drasiku Amos, Gross Janet L, Jones Casey, Nyoni Champion N
机构信息
Department of Nursing and Midwifery, Muni University, P.O. Box 725, Arua, Uganda.
Department of Nursing, Morehead State University, Morehead, Kentucky, USA.
出版信息
BMC Nurs. 2021 Jan 4;20(1):4. doi: 10.1186/s12912-020-00528-5.
BACKGROUND
Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor's degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.
METHODS
A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.
RESULTS
The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; "Willingness to teach undergraduate students" "Perceived attributes of undergraduate students", and "The clinical practice environment".
CONCLUSION
The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.
背景
与低水平学历的护士相比，拥有学位资格的护士能提供更好的护理服务。以大学为基础的护理学位已被认可为进入专业护理领域的途径，一些资源匮乏的州也引入了以大学为基础的护理学位。攻读此类学位的学生的临床教学面临挑战，因为大多数在职护士没有大学学位，可能不具备按学位水平预期促进临床学习所需的技能。乌干达的一所大学设立了护理学学士学位课程，并期望利用教学医院的在职护士对攻读大学护理学位的学生进行临床教学。本研究报告了在职护士对其是否准备好对本科护理学生进行临床教学的看法。
方法
对阿鲁阿地区转诊医院（ARRH）33名方便抽样的护士进行了定性描述性研究，这些护士一直在指导护理专业文凭和/或证书学生。通过五次焦点小组讨论和三次知情者访谈收集数据。数据逐字转录，并采用归纳法通过主题分析进行分析。
结果
在职护士认为自己已准备好对本科护理学生进行临床教学。出现了三个主题，即“愿意教授本科生”“本科生的感知特质”和“临床实践环境”。
结论
在职护士在执行大学护理学位学生的临床教学角色时需要支持。支持的性质将包括，针对临床教学的持续专业发展，让教育工作者参与临床环境，积极应对权力梯度问题，并解决护士和学生中的不安全感。这些课程的学生应在课程早期接触临床环境，并接受跨专业和跨职业教育。
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