助产士对分娩单位的教师和同行学习的看法:一个横截面研究
M Spets1, M Barimani2, S Zwedberg1
1Department of Health, Medical and Caring Sciences, Linköping University, Sweden.
Nurse education today
|May 24, 2024
概括
经验较少的助产士发现教师的角色具有挑战性,理由是缺乏支持和时间. 经验丰富的助产士对于有效的助产教育和学生学习至关重要.
科学领域:
- 助产士教育 助产士教育
- 临床监督 临床监督
- 教学模式的教学模式
背景情况:
- 在分娩单位的实践培训对于助产士教育至关重要.
- 之前关于教师的研究主要使用了定性方法,缺乏对教学模型 (如同行学习) 的探索.
研究的目的:
- 量化描述助产士的经验,条件和需要,作为分娩单位的教师.
- 评估助产士对同行学习的态度和经验.
主要方法:
- 一个横截面网络调查分发给瑞典分娩单位的助产士.
- 来自573名受访者的数据使用描述性统计数据,奇方位,曼·惠特尼U测试和开放式答案的定量内容分析进行了分析.
主要成果:
- 与10年以上经验的助产士相比,具有≤10年的经验的助产士报告说,与10年以上经验的助产士相比,更多的犹,更少的支持和更大的挑战整合了监督.
- 监督和反思的时间被确定为提高监督质量的关键领域.
- 42.8%的受访者有同行学习经验,其中"学生相互学习"是最常引用的优势.
结论:
- 长期的助产经验显著影响了监护人角色的感知和经历的条件.
- 研究中的助产士在被认为是最佳时间之前开始监督学生.
- 经验丰富的教师对于助产士学生的学习过程至关重要.
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