Berlanga-Fernández Sofía, Rodríguez-Monforte Miriam, Pérez-Cañaveras Rosa M, Valer-Martínez Alicia, Copetti-Fanlo Silvia, Simonet-Aineto Pere J, Vizcaya-Moreno Flores, Villafáfila-Ferrero Rosa
Unidad Docente de Atención Familiar y Comunitaria Costa Ponent, Institut Català de la Salut, Barcelona, Spain.
Grup de Recerca en Docència a l'Atenció Primària (GREDOCAP), Fundació Institut Universitari per a la recerca a l'Atenció Primària de Salut Jordi Gol i Gurina (IDIAPJGol), L'Hospitalet de Llobregat, Barcelona, Spain.
Front Med (Lausanne). 2024 Dec 16;11:1329671. doi: 10.3389/fmed.2024.1329671. eCollection 2024.
Specialized Health Training is a postgraduate training pathway in which physicians and nurses can choose to continue their learning and obtain the qualification of specialist professional in a specific field. The training is eminently practical with different clinical tracks in which nurses and physicians are tutored by clinician tutors. Our research aims to describe the experiences and perceptions of clinician tutors related to their own teaching performance and training needs.
We conducted a descriptive qualitative study. The sample consisted of active clinician tutors of specialized health training of family and community nursing and medicine, this being the main inclusion criterion, regardless of the number of years of experience as a tutor. Data were analyzed following a content analysis method.
Four focus groups were held with 25 participants: 32% nursing tutors (8) and 68% tutors of medicine (17). The main categories identified were: (1) teaching performance; (2) training needs; and (3) characteristics of an ideal training program. The sample consisted of a majority of tutors of medicine compared to nursing.
Clinician tutors of Specialized Health Training of Family and Community nursing and medicine express the need to acquire pedagogical tools, to develop communication skills and to create a tutor network in order to improve their mentorship practice. Furthermore, more institutional recognition and protected time are also highlighted as important elements for their mentorship role. The findings of our research can serve as a guideline to start designing a training plan that meets the real needs of clinician tutors.
专业健康培训是一种研究生培训途径，医生和护士可以选择在此继续学习，并获得特定领域的专科专业资格。该培训非常注重实践，设有不同的临床方向，护士和医生会在临床导师的指导下进行学习。我们的研究旨在描述临床导师对自身教学表现和培训需求的经验与看法。
我们开展了一项描述性定性研究。样本包括家庭与社区护理及医学专业健康培训的在职临床导师，这是主要的纳入标准，无论其担任导师的年限。数据采用内容分析法进行分析。
我们组织了四个焦点小组，共有25名参与者：32%为护理导师（8名），68%为医学导师（17名）。确定的主要类别包括：（1）教学表现；（2）培训需求；（3）理想培训项目的特点。与护理导师相比，样本中医学导师占多数。
家庭与社区护理及医学专业健康培训的临床导师表示，需要获取教学工具、培养沟通技巧并建立导师网络，以改善他们的指导实践。此外，更多的机构认可和专门时间也被强调为其指导角色的重要要素。我们的研究结果可作为一个指导方针，用于开始设计满足临床导师实际需求的培训计划。
