导师在监督心理健康的本科护理学生的经验:一个定性研究
Jessy Benny1,2, Joanne E Porter3, Bindu Joseph2
1Deakin University, Burwood, Victoria, Australia.
International journal of mental health nursing
|April 25, 2024
概括
注册护士发现,在精神卫生机构接受本科护理学生是耗时的期望. 关键的挑战包括工作量,确保安全的环境,并为学生发展提供有效的反.
科学领域:
- 护理教育 护理教育
- 心理健康护理 心理健康护理
- 临床监督 临床监督
背景情况:
- 导师对于本科护理学生的临床实习至关重要,特别是在心理健康等专业领域.
- 现有的文献缺乏关于心理健康临床环境中的教师经验的深度.
- 这项研究通过探索注册护士的经验,作为精神健康护理学生的教师来解决这个差距.
研究的目的:
- 探索注册护士 (RN) 在心理健康临床实习期间接受本科护理学生的实践经验.
- 确定与急性住院精神卫生单位的学长角色相关的挑战和促进者.
- 了解RN对其在培养学生护士能力和信心方面的作用的看法.
主要方法:
- 采用了定性,探索性研究方法.
- 与八名在急性住院精神卫生部门工作的注册护士进行了半结构面试.
- 专题分析用于分析采访数据,确定总体主题.
主要成果:
- 预防学生被认为是一个额外的工作负载,需要大量的时间和精力.
- 执业护士对学生的安全和创造安全学习环境的重要性表示担忧.
- 有效的反机制和对教师的期望被确定为角色的关键方面.
结论:
- 心理健康护理教师带来了独特的挑战,包括增加的工作量和安全考虑.
- 有结构的支持和明确的期望是心理健康中有效的教师工作所必需的.
- 需要进一步的研究,以优化精神卫生机构的教师和学生的教师经验.
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