Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway.
J Adv Nurs. 2023 Mar;79(3):1094-1106. doi: 10.1111/jan.15372. Epub 2022 Jul 19.
To explore nurse preceptors' experiences in promoting and teaching the delivery of fundamental care to nursing students during their clinical period at nursing homes.
The study used a qualitative descriptive approach.
Nine in-depth, semistructured interviews were conducted with clinical nurses employed at five different nursing homes. Data collection lasted from September 2020 to April 2021. The interviews were recorded and transcribed verbatim. Inductive, qualitative content analysis was employed to analyse the data.
Qualitative content analysis yielded one main category-'Fostering nursing students' knowledge and understanding of fundamental care'-supported by two subcategories: (i) 'Raising awareness of the importance of fundamental care' and 'Providing for learning through exchange and cooperation', which are interpreted as the ways nurse preceptors enable students to learn how to provide fundamental care during their clinical period at nursing homes.
By taking the role of nurse preceptors, clinical nurses act as enablers for students' learning of the provision of fundamental care within nursing homes as the learning context. Nurse preceptors possess the pedagogical skills to initiate and conduct nursing students' learning processes. The study reveals that nurse preceptors stress the importance of providing fundamental care to patients; hence, teaching students to provide fundamental care was also found to be important.
Within a nursing home context, nurses are responsible for providing fundamental care; therefore, they play an essential role in both providing and teaching about caregiving. The study shows that because of their preceptorship, nurse preceptors can enhance students' awareness of the importance of learning to provide fundamental care to patients. In addition, the study reveals that nurse preceptors work to enhance student's reflection and critical thinking by targeting the student's zone of proximal development, which represents a preliminary phase in students' learning.
探索养老院临床实习期间护士导师在促进和教授护理学生提供基础护理方面的经验。
本研究采用定性描述方法。
对 5 家不同养老院的 9 名在职临床护士进行了 9 次深入的半结构式访谈。数据收集从 2020 年 9 月持续到 2021 年 4 月。访谈进行了录音，并逐字记录。采用归纳式、定性内容分析法分析数据。
定性内容分析得出一个主要类别-“培养护理学生对基础护理的知识和理解”-由两个亚类支持：（i）“提高对基础护理重要性的认识”和“通过交流与合作提供学习机会”，这解释了护士导师如何使学生在养老院的临床实习期间学习提供基础护理的方式。
通过担任护士导师的角色，临床护士作为学生在养老院学习环境中学习提供基础护理的推动者。护士导师具备启动和指导护理学生学习过程的教学技能。研究表明，护士导师强调为患者提供基础护理的重要性；因此，教授学生提供基础护理也被认为是重要的。
在养老院背景下，护士负责提供基础护理；因此，他们在提供护理和护理教学方面都发挥着重要作用。研究表明，由于他们的导师角色，护士导师可以增强学生对学习为患者提供基础护理重要性的认识。此外，研究表明，护士导师通过针对学生的最近发展区来增强学生的反思和批判性思维，最近发展区代表学生学习的初步阶段。
