Rashwan Zohour Ibrahim, Busebaia Toqa Jameel, Khonji Leena Mohamed, Eweida Rasha Salah, Matooq Amina Ali, Bayoumi Magda Mohamed
Pediatric Nursing Specialty, Nursing Department, College of Health and Sport Sciences, University of Bahrain, Zallaq, Bahrain.
Pediatric Nursing Department, Faculty of Nursing, Alexandria University, Egypt.
Int J Educ Res Open. 2023;4:100260. doi: 10.1016/j.ijedro.2023.100260. Epub 2023 Jun 15.
This study aimed to address challenges facing nurse preceptors related to multifaceted educational roles, academic and institutional support during the COVID-19 pandemic in the Kingdom of Bahrain.
Clinical nurse preceptors have faced great challenges since the influx of the COVID-19 pandemic. At this unprecedented time, they are overwhelmed with additional responsibilities to follow the COVID-19 precautionary measures alongside their usual educational role. So, they require careful preparation and massive institutional support.
A descriptive study was conducted in different clinical settings in the Kingdom of Bahrain.
A sample of 125 clinical nurse preceptors who participated in the students' training for at least one full clinical rotation during the COVID-19 pandemic responded to two questionnaires regarding the clinical nurse preceptor role, preparedness, and institutional support provided to them during the COVID-19 crisis.
It is revealed that 40.8%, 51.0%, and 53.0% of the preceptors faced major challenges regarding the teacher, facilitator, and feedback provider/evaluator roles during the COVID-19 pandemic. Moreover, 71.2% of the preceptors were incredibly overwhelmed with additional instructions related to COVID-19 precautions alongside covering course learning objectives for the students. However, most of them did not perceive challenges concerning both academic and institutional support.
The clinical nurse preceptors declared they received adequate pedogeological preparation, academic and institutional support throughout the COVID-19 pandemic. They also encountered moderate and minor challenges while mentoring nursing students during such a critical era.
本研究旨在应对巴林王国在新冠疫情期间，护士带教老师在多方面教育角色、学术及机构支持方面所面临的挑战。
自新冠疫情来袭，临床护士带教老师面临巨大挑战。在这个前所未有的时期，他们除了承担常规教育职责外，还肩负着遵循新冠预防措施的额外责任，不堪重负。因此，他们需要精心准备和大量的机构支持。
在巴林王国不同临床环境中开展了一项描述性研究。
选取125名在新冠疫情期间参与学生培训且至少完成一个完整临床轮转的临床护士带教老师，让他们就新冠危机期间临床护士带教老师的角色、准备情况及所获得的机构支持回答两份问卷。
结果显示，在新冠疫情期间，40.8%、51.0%和53.0%的带教老师在教师、促进者和反馈提供者/评估者角色方面面临重大挑战。此外，71.2%的带教老师在遵循新冠预防措施的额外指令以及涵盖学生课程学习目标方面不堪重负。然而，他们中的大多数人并未察觉到在学术和机构支持方面存在挑战。
临床护士带教老师宣称，在整个新冠疫情期间，他们得到了充分的教学准备、学术及机构支持。在这个关键时期指导护理专业学生时，他们也遇到了一些中度和轻度挑战。
