Ferguson L M
Nursingconnections. 1995 Summer;8(2):37-49.
Preceptored clinical experiences are much valued by nurse educators as a means of exposing students to the expertise of practising nurses; however, with increasingly stressful work situations, preceptoring nurses need faculty support to fulfill their roles in a satisfying and effective way. The author reports on a qualitative study that examined preceptors' views of faculty roles in preceptored clinical experiences and details preceptors' expectations of faculty support. Five main themes were identified. Preceptors stressed the following important faculty functions: (1) accessibility, (2) information provision, (3) evaluation of student performance, (4) advocacy for precepted students, and (5) mentor to preceptors, especially for nurses who are prepared at the diploma level or who lack experience in preceptoring. Various preceptors indicated differences in their needs for faculty assistance in each function, but all functions were confirmed as necessary to the effective functioning of a preceptored learning experience for students. All preceptors confirmed their expectation of active faculty involvement in the preceptored experience.
临床带教经验被护理教育工作者高度重视，视为让学生接触执业护士专业知识的一种方式；然而，随着工作压力越来越大，带教护士需要教师的支持，以便以令人满意且有效的方式履行其职责。作者报告了一项定性研究，该研究考察了带教教师在临床带教经验中对教师角色的看法，并详细阐述了带教教师对教师支持的期望。确定了五个主要主题。带教教师强调了以下重要的教师职能：（1）可及性，（2）信息提供，（3）学生表现评估，（4）为带教学生代言，以及（5）带教教师的导师，特别是对于持有文凭水平的护士或缺乏带教经验的护士。不同的带教教师表示，他们在每项职能中对教师协助的需求存在差异，但所有职能都被确认为学生有效进行带教学习体验所必需的。所有带教教师都确认他们期望教师积极参与带教体验。
