Grealish L, Carroll G
University of Canberra, ACT.
Aust J Adv Nurs. 1997;15(2):3-11.
In Australia, there are two established models for teaching in the clinical setting, supervision and preceptorship. Both models are used in the final year unit at the University of Canberra. In 1995, seven clinical supervisors and 34 preceptors responded to a questionnaire about their perceptions of their respective roles. The most significant findings were that (1) clinical supervisors did not feel prepared for their role and felt that the supervision requirements were unreasonable and (2) although preceptors did feel adequately prepared for their role and able to supervise the students assigned, there were times when they felt that the demands of 'work' overtook the learning needs of the student. A review of the contemporary literature in the field of clinical education for undergraduate nursing students revealed a pattern of similar weaknesses in other programs. Compounded by the climate of economic restraint, these weaknesses could evolve into obstacles to effective student learning. A collaborative clinical education model, adapted from North America, is proposed as a third clinical teaching model to overcome the identified difficulties and capitalise on the combined benefits of supervision and preceptorship.
在澳大利亚，临床环境中有两种既定的教学模式，即督导制和带教制。堪培拉大学最后一年的课程单元中使用了这两种模式。1995年，七名临床督导人员和34名带教老师对一份关于他们对各自角色认知的问卷做出了回应。最显著的调查结果是：（1）临床督导人员觉得自己没有为该角色做好准备，并且认为督导要求不合理；（2）尽管带教老师确实觉得自己为该角色做好了充分准备，并且能够指导分配给他们的学生，但有时他们觉得“工作”需求压倒了学生的学习需求。对本科护理专业学生临床教育领域的当代文献进行回顾后发现，其他项目也存在类似的弱点。再加上经济紧缩的大环境，这些弱点可能会演变成有效学生学习的障碍。本文提出一种源自北美的合作临床教育模式，作为第三种临床教学模式，以克服已发现的困难，并利用督导制和带教制的综合优势。
