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Diferencias entre los preceptores y los estudiantes de enfermería en la comprensión de las necesidades de enseñanza:

Guiling Liao1, Zhiqun Liu, Zhiqiao Zhang

  • 1Author Affiliations: School of Nursing, Hunan Normal University, Changsha, Hunan, China (Dr Liao); Department of Emergency Medicine, Clinical Research Center For Emergency and Critical Care In Hunan Province, Hunan Provincial Institute of Emergency Medicine, Hunan Provincial Key Laboratory of Emergency and Critical Care Metabonomics, Hunan Provincial People's Hospital, The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan, China (Dr Liu); School of Nursing, Hunan Normal University, Changsha, Hunan, China and Kiang Wu Nursing College of Macau, Macau, China (Dr Zhang); Department of Pharmacy, The Second People's Hospital of Changzhou,The Third Affiliated Hospital of Nanjing Medical University, Changzhou Medical Center, Changzhou, Jiangsu, China (Dr Shang); Nursing Department, The Second People's Hospital of Changzhou, the Third Affiliated Hospital of Nanjing Medical University, Changzhou Medical Center, Changzhou, Jiangsu, China (Dr Yi); Department of Orthopedics, The Second People's Hospital of Changzhou, the Third Affiliated Hospital of Nanjing Medical University, Changzhou Medical Center, Changzhou, Jiangsu, China (Drs Xu and Yao); and Department of Nursing, Hunan Provincial People's Hospital, The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan, China (Dr Wan).

Nurse educator
|February 10, 2026
PubMed
Resumen
Este resumen es generado por máquina.

Los preceptores de enfermería clínica y los estudiantes perciben las necesidades de enseñanza de manera diferente, lo que afecta la educación. Abordar estas percepciones variadas es clave para una educación de enfermería clínica efectiva y la satisfacción de los estudiantes.

Palabras clave:
La educación clínica es la educación clínica.práctica clínica en la práctica clínica.Los modelos educativos son modelos de educación.investigación de métodos mixtos de investigación por métodos mixtos de investigación por métodos mixtos de investigación por métodos mixtos de investigación por métodos mixtos de búsqueda por métodos mixtos de búsqueda por métodos mixtos de búsqueda por métodos mixtosnave de preceptoría y nave de acogida.

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Área de la Ciencia:

  • Educación de Enfermería Educación de Enfermería.
  • Pedagogía Clínica Pedagogía Clínica
  • Desarrollo Profesional en el Cuidado de la Salud.

Sus antecedentes:

  • La educación de enfermería clínica efectiva requiere un entendimiento compartido de las necesidades de enseñanza.
  • Las discrepancias de percepción entre los preceptores y los estudiantes pueden impedir el aprendizaje y la satisfacción.

Objetivo del estudio:

  • Investigar las diferencias en las necesidades de enseñanza percibidas entre los preceptores de enfermería clínica y los estudiantes.
  • Para identificar dimensiones específicas donde las percepciones divergen.

Principales métodos:

  • Estudio de método mezclado secuencial explicativo.
  • Participaron 152 preceptores y 386 estudiantes de enfermería en 5 hospitales chinos.
  • Utilizó cuestionarios, entrevistas y discusiones en grupos focales.

Principales resultados:

  • Diferencias significativas en las necesidades de enseñanza percibidas en 5 dimensiones (P < .05).
  • Los preceptores priorizaron las habilidades profesionales y el conocimiento teórico.
  • Los estudiantes hicieron hincapié en el cuidado humanista y el desarrollo profesional, destacando una tensión pedagógica.

Conclusiones:

  • Las diferencias multidimensionales surgen de una tensión entre los objetivos educativos modernos y los modelos tradicionales de aprendizaje.
  • Las recomendaciones incluyen mejorar la comunicación y innovar modelos de enseñanza.
  • Alinear la enseñanza clínica con los objetivos educativos contemporáneos es crucial.