Medical Education Development Center, Gifu University, 1-1Yanagido, Gifu-city, Gifu-prefecture, Japan.
BMC Med Educ. 2022 Jul 21;22(1):563. doi: 10.1186/s12909-022-03617-y.
Smooth reciprocal relationships enable a preceptee's growth, and it has been suggested that without such relationships, the preceptee may not be able to grow successfully. This study explored the differences in perceptions by matching the perspectives of both the preceptees who did not make progress in workplace adjustment and their preceptors. Identifying the differences in perceptions between the two groups is important for improving nursing education and the relationship between preceptees and preceptors.
A pair of nurses who had been with the company for less than 3 years and who had previously been transferred or had resigned due to poor workplace adjustment were designated as preceptees, and those who had directly supervised the preceptee during their first year of employment were included as preceptors in the study. A 50-minute semi-structured interview was conducted separately to examine the perceptions of the preceptee and preceptor. A thematic analysis was used to analyse the interview data.
This study explored the differences in perceptions regarding the clinical practice of nursing between preceptors and their preceptees who did not make progress in workplace adjustment during nursing education; six themes were identified. After interviewing both sides, it became clear that the same event was interpreted differently depending on their positions, perspectives, and contexts. As the preceptees were nurses who had left or had been transferred, the existence of these differences in perceptions suggests that these factors may impact their departure or transfer. However, we do not aim to place blame on one side or the other for the preceptee's turnover or transfer and would like to consider effective support, not only for the preceptee, but also for the preceptor.
It is necessary to examine nursing education on the premise that differences may occur depending on the position and role of nurses in the workplace and to look at curricular framework changes to bring in a systemic influence towards the training of young nurses.
顺畅的互惠关系能够促进学习者的成长，有人认为，如果没有这种关系，学习者可能无法成功成长。本研究通过匹配在工作场所调整中没有取得进步的学习者和他们的导师的观点，探讨了两者之间感知的差异。确定这两组人之间的感知差异对于改善护理教育以及学习者和导师之间的关系非常重要。
将在公司工作不到 3 年且因工作场所调整不佳而被调职或辞职的护士指定为学习者，并将在他们入职第一年直接监督学习者的护士指定为导师。分别进行 50 分钟的半结构化访谈，以检查学习者和导师的感知。使用主题分析对访谈数据进行分析。
本研究探讨了护理教育中，在工作场所调整期间没有取得进步的学习者和导师之间关于护理临床实践的感知差异；确定了六个主题。在对双方进行访谈后，很明显，同一事件的解释因他们的立场、观点和背景而异。由于学习者是离开或被调职的护士，这些感知差异的存在表明，这些因素可能会影响他们的离职或调职。然而，我们并不打算将学习者的离职或调职归咎于一方或另一方，而是希望考虑为学习者和导师提供有效的支持。
有必要在考虑到护士在工作场所的职位和角色可能存在差异的前提下检查护理教育，并着眼于课程框架的变化，为年轻护士的培训带来系统性的影响。
