4566Linköping University, Linkoping, Sweden.
97092Karolinska Institutet, Stockholm, Sweden.
J Child Health Care. 2022 Mar;26(1):68-81. doi: 10.1177/13674935211000940. Epub 2021 Mar 12.
Developing skills in a professional setting is linked to practical experience. The relationship between experience and acquisition of skills can be seen as a transition from novice to expert. In a nursing setting, this has been studied using the Dreyfus model of skill acquisition. The aim was to investigate how experience influences midwives' and child healthcare nurses' views of difficulties and rewards in working with parental education groups. The study has a cross-sectional design with a mixed methods approach. A total of 437 midwives and child healthcare nurses answered a web-based survey. First, a qualitative analysis was carried out, and then patterns of experience were analysed. The results showed that less experience as a leader corresponds to a greater focus on one's own role and on personal benefits from working with parents, but not on the specific context of the group. With experience, leaders had a greater focus on the group itself and rewards of making it function well. Not being able to take the current group and the specific context into account when working as a leader reduces possibilities of achieving a well-functioning group and the goals of the parental education.
在专业环境中发展技能与实践经验有关。经验与技能习得之间的关系可以被视为从新手到专家的转变。在护理环境中，这已经使用 Dreyfus 技能习得模型进行了研究。目的是调查经验如何影响助产士和儿童保健护士对与父母教育小组合作的困难和奖励的看法。该研究采用横断面设计和混合方法。共有 437 名助产士和儿童保健护士回答了在线调查。首先进行了定性分析，然后分析了经验模式。结果表明，作为领导者的经验较少，会更关注自己的角色和与父母合作的个人收益，而不是关注小组的具体情况。随着经验的增加，领导者会更加关注小组本身以及使其良好运作的奖励。作为领导者，不能在工作中考虑当前小组和具体情况，会减少实现良好运作的小组和父母教育目标的可能性。
