Hayes E
University of Massachusetts, Amherst.
Nurse Pract. 1994 Jun;19(6):62-6. doi: 10.1097/00006205-199406000-00015.
At some point in their careers, nurse practitioners, as well as members of other clinical disciplines, may be asked to tutor a primary care student. First-time preceptors, even if they are mature clinicians and enthusiastic about their new role, may find themselves somewhat at a loss regarding faculty and program expectations for themselves and for students. There is little in the literature to guide them, and preceptors often cannot attend faculty-sponsored orientations because of clinical schedule constraints. While this article specifically addresses the nurse practitioner student-preceptor relationship, it will also be of interest to others involved in clinical teaching. Preceptors are introduced to the meaning of the preceptor relationship, role functions and responsibilities, strategies for surviving clinical teaching, means of creating an environment that supports adult learning, and student evaluation. The roles of the faculty and the clinical agency in ensuring success for the student-preceptor pair are important components of the clinical educational experience.
在其职业生涯的某个阶段，执业护士以及其他临床学科的成员可能会被要求指导一名初级保健专业的学生。即使是初次担任带教老师的人，尽管他们是成熟的临床医生且对自己的新角色充满热情，但可能会发现自己对于教师和项目对他们自己以及学生的期望有些不知所措。文献中几乎没有什么能指导他们，而且由于临床工作安排的限制，带教老师常常无法参加教师组织的迎新培训。虽然本文专门讨论执业护士学生与带教老师的关系，但它对于其他参与临床教学的人也会有帮助。本文向带教老师介绍了带教关系的意义、角色功能和职责、临床教学的应对策略、营造支持成人学习环境的方法以及学生评估。教师和临床机构在确保学生与带教老师这对组合取得成功方面所起的作用是临床教育经历的重要组成部分。
