Nehls N, Rather M, Guyette M
University of Wisconsin-Madison, School of Nursing 53792-2455, USA.
J Nurs Educ. 1997 May;36(5):220-7. doi: 10.3928/0148-4834-19970501-07.
The preceptor model of clinical instruction will become increasingly popular due to the cost of undergraduate education, the scholarly demands of research and teaching, and an interest in developing new partnerships among students, clinicians, and teachers. It is quite timely, therefore, that nurse researchers reveal the nature and utility of this instructional model prior to its widespread use. To that end, hermeneutic interviews (N = 31) were conducted with senior-level undergraduate nursing students (n = 10), staff nurse preceptors (n = 11), and master's and PhD-prepared faculty-of-record (n = 10). Employing interpretive phenomenology, the authors identified common meanings, relational themes, and a constitutive pattern designated learning nursing thinking. An examination of this pattern and its associated themes may help identify those teaching practices that should be extended and those that should be altered.
由于本科教育成本、研究与教学的学术要求，以及对在学生、临床医生和教师之间建立新的合作关系的兴趣，临床教学的导师模式将越来越受欢迎。因此，护士研究人员在这种教学模式广泛应用之前揭示其本质和效用是非常及时的。为此，对本科高年级护理专业学生（n = 10）、护士带教老师（n = 11）以及拥有硕士和博士学位的正式教师（n = 10）进行了诠释学访谈（N = 31）。作者运用解释现象学，确定了共同意义、关系主题以及一种被称为学习护理思维的构成模式。对这种模式及其相关主题的审视可能有助于确定那些应予以推广以及那些应予以改变的教学实践。
