Department of Intensive and Perioperative Care, Malmö University Hospital, Malmö, Sweden; Department of Care Science, Malmö University, Sweden.
Department of Care Science, Malmö University, Sweden.
Nurse Educ Pract. 2021 Jul;54:103086. doi: 10.1016/j.nepr.2021.103086. Epub 2021 May 24.
In Sweden, there is a lack of nurses with competence in intensive and critical care as well as experienced critical care nurses with a formal education in preceptorship. Using the peer learning model could be one way to assure the quality of critical care practice placements for post-graduate nursing students as this model requires only one preceptor for every two students. This study's aim was to examine the experience of preceptors regarding peer learning at a university hospital intensive care unit. The study followed a qualitative descriptive design. The participants were nine preceptors with experience working as critical care nurses ranging from 3 to 24 years. Each preceptor was interviewed individually using a semi-structured interview guide. The data were subjected to conventional inductive content analysis. The analysis reveals three categories: collaboration and communication; responsibility; and psychosocial environment. Some preceptors felt responsible for the delivery of adequate clinical practice despite students having difficulties in communicating and collaborating with each other or being at different experience levels. While preceptors and students need more preparation and knowledge about peer learning it can, nevertheless, contribute to the development of collaboration and communication skills within the intensive care setting.
在瑞典，缺乏具备重症和危重病护理能力的护士，以及具有导师制正规教育背景的经验丰富的重症护理护士。使用同伴学习模式可以确保研究生护理学生的重症护理实习质量，因为这种模式只需要一名导师来指导两名学生。本研究旨在探讨大学附属医院重症监护病房导师对同伴学习的体验。该研究采用定性描述性设计。参与者是九名有经验的重症监护护士担任导师，工作经验从 3 年到 24 年不等。每位导师都使用半结构化访谈指南进行了单独的访谈。数据采用常规归纳内容分析法进行分析。分析结果揭示了三个类别：协作和沟通；责任；和社会心理环境。一些导师感到有责任提供足够的临床实践，尽管学生在相互沟通和协作方面存在困难，或者经验水平不同。尽管导师和学生需要更多关于同伴学习的准备和知识，但它可以促进重症监护环境中协作和沟通技巧的发展。
