Nicholls Delwyn, Sweet Linda, Hyett Jon, Müller Amanda
College of Nursing and Health Sciences Flinders University Adelaide South Australia Australia.
Sydney Ultrasound for Women Sydney New South Wales Australia.
Australas J Ultrasound Med. 2020 Aug 14;23(4):220-226. doi: 10.1002/ajum.12222. eCollection 2020.
To report the qualitative findings of the inaugural survey of sonographer skill-teaching practices in Australia using the SonoSTePs tool.
A national cross-sectional survey of all qualified sonographers registered with the Australian Sonographer Accreditation Registry. A mix of quantitative and qualitative data was collected. This paper reports on a content analysis of the qualitative data relating to factors that impact on teaching.
A total of 528 respondents provided a range of qualitative data in five extended text questions. Five key themes emerged from the analysis: limited protected teaching time; perceived skill complexity; learner skill level and credentials; avoiding overwhelming the learner; and patient well-being and their willingness to be scanned. Novel teaching interactions between the educator and the student sonographer were identified. Information was provided to learners at four time-points across the continuum of clinical practice performance. The type, quantity and purpose of the information provided by the educator to the learner differed at each of these four time-points and included the following: (i) pre-task clarification, guidance and practice norms; (ii) in-task verbal information and scanning support; (iii) post-task support and information; and (iv) end-task or terminal feedback.
This is the first published study which reports the push and pull factors affecting pedagogical approaches to teach and learn complex scanning skills. These results provide a corpus of new knowledge, and the first analysis and review, about the pedagogical findings related to teaching scanning skills for clinical practice. This study provides a basis for further research and practice improvements.
报告使用SonoSTePs工具对澳大利亚超声技师技能教学实践进行的首次调查的定性研究结果。
对在澳大利亚超声技师认证注册机构注册的所有合格超声技师进行全国性横断面调查。收集了定量和定性数据。本文报告了对与教学影响因素相关的定性数据的内容分析。
共有528名受访者在五个扩展文本问题中提供了一系列定性数据。分析得出五个关键主题：受保护的教学时间有限；感知到的技能复杂性；学习者的技能水平和资质；避免让学习者不堪重负；以及患者的健康状况和他们接受扫描的意愿。确定了教育者与学生超声技师之间新颖的教学互动。在临床实践表现的连续过程中的四个时间点向学习者提供了信息。教育者在这四个时间点中的每个时间点向学习者提供的信息的类型、数量和目的都有所不同，包括以下内容：（i）任务前的澄清、指导和实践规范；（ii）任务中的口头信息和扫描支持；（iii）任务后的支持和信息；以及（iv）任务结束或最终反馈。
这是第一项发表的研究，报告了影响教授和学习复杂扫描技能的教学方法的推动因素和拉动因素。这些结果提供了关于临床实践中扫描技能教学的教学研究结果的新知识库以及首次分析和综述。本研究为进一步的研究和实践改进提供了基础。
