Department of Nursing, Faculty of Health Sciences, North-West University, Mafikeng, South Africa; and, Department of Nursing, Faculty of Nursing, Kanye Seventh Day Adventist College of Nursing, Kanye.
Curationis. 2021 Mar 23;44(1):e1-e9. doi: 10.4102/curationis.v44i1.2182.
Despite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported.
To develop a preceptorship model to facilitate clinical nursing education in Botswana.
The model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model.
Four main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer.
The need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.
尽管指导制被广泛应用，但有证据表明，人们对指导制及其在临床护理教育中的导师角色的理解和支持并不明确。
在博茨瓦纳开发一种指导模式以促进临床护理教育。
本研究中的模型开发遵循 Chinn 和 Kramer 所述的理论生成步骤。这四个步骤是概念分析、关系陈述、模型的描述和批判性反思。
从实证研究中出现了四个主要主题，这些主题构成了关键概念和模型开发的基础。该模型有六个组成部分，即主体、接受者、环境、程序、动态和终点。模型的描述基于 Chinn 和 Kramer。
在这方面，迫切需要一个指导模式来促进指导制。该模型将指导不同利益相关者规划和实施指导程序，以提高其在临床护理教育中的有效性。
