Beattie H
School of Nursing, Australian Catholic University, Queensland, Australia.
Aust J Adv Nurs. 1998 Jun-Aug;15(4):14-9.
The relatively recent transition of nursing education in Australia from a hospital-based apprenticeship, into the higher education sector has been marked by an acknowledgement that the clinical knowledge of undergraduate student nurses is at risk of becoming separated from their theoretical knowledge. The length of time which student nurses spend on clinical placements experiencing the complexities of the clinical world is diminishing, partly in response to economic constraints on universities and health care agencies. This contrasts with an expectation that students will be safe and competent practitioners immediately on graduation. The preceptor model is being increasingly used in the final semester of the undergraduate-nursing course to facilitate the development of critically thinking, reflective practitioners. This paper examines some of the assumptions that have been made about preceptorship in its adoption into the Australian nursing education context. It is concluded that further research into the experiences of registered nurses in the preceptor role may increase our understanding of the potential of preceptorship as a clinical teaching model which can meet the future needs of both nursing education and nursing service.
澳大利亚护理教育相对较新的转变，即从基于医院的学徒制转向高等教育领域，其标志是人们认识到本科护生的临床知识有与理论知识相脱节的风险。护生花在临床实习上体验临床实际复杂性的时间正在减少，部分原因是大学和医疗保健机构面临经济限制。这与期望学生一毕业就能成为安全且称职的从业者形成对比。在本科护理课程的最后一学期，带教模式正越来越多地被采用，以促进批判性思维、善于反思的从业者的培养。本文审视了在澳大利亚护理教育背景下采用带教模式时所做的一些假设。得出的结论是，进一步研究注册护士担任带教角色的经历，可能会增进我们对带教模式作为一种临床教学模式的潜力的理解，这种模式能够满足护理教育和护理服务未来的需求。
