Liu Ke, Wang Shuyi, Liu Minhui, Tang Siyuan, Chen Qirong
Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China.
Ningxia Medical University School of Nursing, 1160 Shengli South Street, Xingqing District, Yinchuan City, Ningxia Hui Autonomous Region 750004, China.
Nurse Educ Today. 2025 Mar;146:106536. doi: 10.1016/j.nedt.2024.106536. Epub 2024 Dec 9.
Aim This systematic review aimed to identify intervention studies on core competencies of clinical nursing preceptors, evaluate their quality using quantitative indicators, and summarize the effectiveness of the intervention programs and limitations of included studies.
This review was reported in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 checklist.
Between May 1, 2024 and May 30, 2024, we searched PubMed, Web of Science, CINAHL, Medline, EMBASE and ProQuest (Health & Medical Collection) to get relevant literature published between January 2010 and May 2024. The main search concepts were core competence; preceptor; intervention; nurse. References in all eligible literature were also searched to prevent omissions.
Articles were screened and then evaluated by two researchers independently. The narrative table was used to summarize the characteristics of the included studies and the details of interventions. The modified Educational Interventions Critical Appraisal Tool was used to evaluate the quality of studies; the Kirkpatrick Model was used to assess the interventions. The content analysis method was used to synthesize data.
A total of 27 articles were included in this review. Six studies were rated as high quality. The remaining 21 studies were all rated as moderate quality and no studies were rated as low quality. Eight studies achieved the Kirkpatrick level 1, all the studies achieved the Kirkpatrick level 2, six studies achieved the Kirkpatrick level 3, Only one study achieved the Kirkpatrick level 4.
Interventions that covered key content themes, used face-to-face training method, and had shorter intervals may be more effective. Future studies could be improved by involving more representative samples, developing interventions based on theories, evaluating the long-term effects of the interventions. This review provided implications for developing more effective and sustainable educational programs for clinical nursing preceptors.
目的 本系统评价旨在识别关于临床护理带教老师核心能力的干预研究，使用定量指标评估其质量，并总结干预项目的有效性以及纳入研究的局限性。
本评价按照PRISMA（系统评价与Meta分析优先报告项目）2020清单进行报告。
在2024年5月1日至2024年5月30日期间，我们检索了PubMed、科学网、CINAHL、Medline、EMBASE和ProQuest（健康与医学合集），以获取2010年1月至2024年5月发表的相关文献。主要检索概念为核心能力；带教老师；干预；护士。还检索了所有符合条件文献的参考文献以防止遗漏。
文章先经筛选，然后由两名研究人员独立评估。使用叙述性表格总结纳入研究的特征和干预细节。使用改良的教育干预批判性评价工具评估研究质量；使用柯克帕特里克模型评估干预措施。采用内容分析法进行数据综合。
本评价共纳入27篇文章。6项研究被评为高质量。其余21项研究均被评为中等质量，没有研究被评为低质量。8项研究达到柯克帕特里克1级，所有研究均达到柯克帕特里克2级，6项研究达到柯克帕特里克3级，只有1项研究达到柯克帕特里克4级。
涵盖关键内容主题、采用面对面培训方法且间隔时间较短的干预措施可能更有效。未来的研究可以通过纳入更具代表性的样本、基于理论开发干预措施、评估干预措施的长期效果来改进。本评价为制定更有效、可持续的临床护理带教老师教育项目提供了启示。
