Liu Ke, Wang Shuyi, Halili Xirongguli, Chen Qirong, Liu Minhui
Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
Xiangya School of Nursing, Central South University, Changsha, Hunan, China
BMJ Open. 2024 Dec 23;14(12):e088939. doi: 10.1136/bmjopen-2024-088939.
Clinical nursing preceptors (CNPs) teach nursing skills to students in real medical scenarios and develop their professionalism. The adequacy of CNPs' teaching competencies affects the effectiveness of student learning, so it is crucial to seek the best evidence for teaching competency interventions. This report describes a protocol for a systematic review to identify and analyse interventions to enhance the teaching competencies of CNPs. The aims of this systematic review are to (1) summarise the characteristics, quality, effectiveness and limitations of existing intervention programmes that support or train CNPs in teaching competencies; and (2) identify knowledge gaps related to teaching competencies interventions for CNPs, thereby supporting future research on constructing and improving preceptor intervention programmes.
This protocol follows Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) Protocols 2015 checklist. We will report this systematic review following the updated PRISMA 2020 checklist. Between 1 May 2024 and 30 May 2024, we will search PubMed, Web of Science, CINAHL, MEDLINE, EMBASE and ProQuest (Health & Medical Collection). The intervention studies that focus on enhancing and supporting the core competencies of CNPs will be included. The two researchers will conduct the study screening, data extraction and quality appraisal independently. Disagreements will be addressed by discussion or the involvement of a third researcher. We will evaluate the quality of the included studies using the modified Educational Interventions Critical Appraisal Tool. Furthermore, we will label the training programme levels using Kirkpatrick's Four Levels of Training Evaluation Model.
Ethical approval is not applicable to this study. We will share the findings from the study at national and/or international conferences and in a peer-reviewed journal in the field of nurse education.
临床护理带教老师（CNPs）在实际医疗场景中向学生传授护理技能并培养他们的专业素养。CNPs教学能力的充分性会影响学生学习的效果，因此寻求教学能力干预的最佳证据至关重要。本报告描述了一项系统评价方案，以识别和分析提高CNPs教学能力的干预措施。本系统评价的目的是：（1）总结支持或培训CNPs教学能力的现有干预计划的特点、质量、有效性和局限性；（2）识别与CNPs教学能力干预相关的知识空白，从而支持未来构建和改进带教老师干预计划的研究。
本方案遵循系统评价与Meta分析的首选报告项目（PRISMA）2015年清单。我们将按照更新后的PRISMA 2020清单报告本系统评价。在2024年5月1日至2024年5月31日期间，我们将检索PubMed、科学网、CINAHL、MEDLINE、EMBASE和ProQuest（健康与医学合集）。将纳入专注于提高和支持CNPs核心能力的干预研究。两位研究人员将独立进行研究筛选、数据提取和质量评估。分歧将通过讨论或第三位研究人员的参与来解决。我们将使用改良的教育干预批判性评价工具评估纳入研究的质量。此外，我们将使用柯克帕特里克的培训评估四级模型对培训计划水平进行标注。
本研究无需伦理批准。我们将在国家和/或国际会议以及护理教育领域的同行评审期刊上分享本研究的结果。
