美国临床教师指导实践:一项描述性研究
Jennifer Gunberg Ross1, Kimberly Silver Dunker, Martina Morrell
1Associate Professor (Dr Ross), Former BSN Student (Ms Morrell), Adjunct Clinical Instructor (Ms Kim), Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania; Chair of Nursing and Health Science Department (Dr Dunker), Pacific Union College, Angwin, California; Clinical Associate Professor, Master of Science Program Director (Dr Duprey), College of Nursing and Health Sciences, University of Massachusetts-Dartmouth, Dartmouth, Massachusetts; Associate Professor of Nursing (Dr Parson), Lorain County Community College, Elyria, Ohio.
大多数临床护理教师没有接受正式的指导,这导致教学准备的差异很大. 基于证据的指导方针对于有效的临床护理教师指导至关重要.
科学领域:
- 护理教育 护理教育
- 教师发展学院发展学院
背景情况:
- 由于护理教师短缺,需要将专家临床护士转换为新手临床教师.
- 对新任临床教师的指导不充分,可能导致不一致的教育准备.
研究的目的:
- 描述目前在美国各地的临床护理教师导向实践.
主要方法:
- 采用了一种描述性融合混合方法设计.
- 从113名临床教练收集了数据.
主要成果:
- 显著多数 (70.8%) 的临床教练缺乏正式的指导.
- 导向的持续时间,交付方法和内容表现出相当大的变化.
- 定性分析揭示了四个关键主题:行政要求,过渡到临床教育工作者,指导和弹性.
结论:
- 临床护理学院的指导实践在全国范围内非常不一致.
- 需要基于证据的指导方针来规范指导方针.
- 标准化方向将为临床教师提供必要的技能,以有效地指导护理学生.
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