Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a sign...Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.Methods: The researchers used semi structured interviews to collect qualitative data. A total of 48 stu-dents were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data. Findings: Two themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration. Conclusions: The findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.展开更多
Purpose:To explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students.Methods:Five second-year graduate nursing students were recruited to participate in the...Purpose:To explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students.Methods:Five second-year graduate nursing students were recruited to participate in the clinical teaching of medical nursing for 38 undergraduates in the first semester of the 2010 e2011 academic year,divided into two groups.The first group first received clinical teaching in caring for respiratory diseases from graduate preceptors for six weeks followed by clinical teaching in caring for circulatory diseases from nurse preceptors for six weeks.The second group received clinical teaching in the reverse order,from the nurse preceptors followed by the graduate student preceptors.Following training,all students were examined with a written test and scores were compared.In addition,review meetings were held to evaluate the teaching outcomes.Results:No significant differences in test scores were observed between the two teaching groups.Undergraduate student feedback indicated that the training provided by the graduate students was satisfactory,and the medical nursing course leader was satisfied with the teaching outcome with a few exceptions.Conclusion:These data indicate that graduate students are capable of training undergraduates in medical nursing,although some areas can be improved.展开更多
<strong>Background:</strong> The aim of clinical preceptors is to support the development of expertise related to the preceptorship of groups of trainees among nurses in clinical settings by the acquisitio...<strong>Background:</strong> The aim of clinical preceptors is to support the development of expertise related to the preceptorship of groups of trainees among nurses in clinical settings by the acquisition and use of theoretical knowledge, know-how and know-that. The support of students remains a major problem in hospitals, because the requirements of the preceptors according to the standards are not considered. The lack of guidelines on nursing preceptorships, theoretical application based on the professional curriculum, and professional expertise were the main problems assessed in the two Health Care (HUCK, VNC) in this study. The purpose of this study is to assess the knowledge of nurses and learners during their preceptorship practices and to contribute to the direction of evidence-based preceptorship. <strong>Method:</strong> A descriptive cross-sectional study design was used in this study during the 3-month period. A sample of 121 nurses as well as 56 learners were selected from 381 nurses and 80 learners using Alain Bouchard’s formula. A questionnaire developed according to the guidelines of Ernestine Wiedenbach’s theory of care, was distributed. The data were analyzed using the Microsoft Excel and the software program version 16 (SPSS-16). <strong>Results:</strong> The current study found that the majority of nurses do not know the importance of the clinical tutor. The results state that students experience clinical practice problems, thus clinical preceptorship is required. Nurses showed that there are different barriers often encountered during their practices. The overall nurse preceptorship process is not optimal and the average of 97.6% of nurses does not have expertise in coaching interns in clinical settings. <strong>Conclusion:</strong> Although that nurses have some experience at work, they express their weakness based on a low level of education, a lack of knowledge and trained professionals on the job, and clinical preceptorship guidelines.展开更多
目的探讨以潜意识投射卡为工具的减压团体心理辅导在护理带教老师中的应用效果。方法采用方便抽样法,于2023年10月在上海市某二级甲等医院招募护理带教老师42名,并对其开展基于潜意识投射卡的减压团体心理辅导。在干预前、干预结束后即...目的探讨以潜意识投射卡为工具的减压团体心理辅导在护理带教老师中的应用效果。方法采用方便抽样法,于2023年10月在上海市某二级甲等医院招募护理带教老师42名,并对其开展基于潜意识投射卡的减压团体心理辅导。在干预前、干预结束后即刻及干预结束4周后分别使用自制压力视觉模拟评分、正负情绪视觉模拟评分、护士应对方式问卷、患者报告结局测量信息系统(patient-reported outcomes measurement information system profile-29v2.1,PROMIS Profile-29v2.1)对护理带教老师的压力、情绪、应对方式和健康相关生活质量的情况进行评估。结果本研究全程参与并完成问卷调查者共40名,问卷有效回收率为95.23%。干预前,护理带教老师CPSS总分为(41.93±7.97)分,压力水平较高。与干预前相比,干预结束后即刻和干预结束4周后,护理带教老师的压力水平降低,正性情绪增加,回避与自责应对策略减少,情绪缓解和行为摆脱应对增加,焦虑、抑郁和疲劳程度降低(均P<0.05)。寻求社会支持的应对策略在干预结束后即刻增加(P<0.05),但在干预结束4周后恢复到基线水平。结论基于潜意识投射卡的减压团体心理辅导可有效降低护理带教老师压力,提升其正性情绪,改善其应对方式,并减轻焦虑、抑郁、疲劳症状。展开更多
目的了解在当前全科住院医师(含全科专硕)规范化培训大背景下,带教师资对置信职业行为(entrustable professional activities,EPAs)的应用现状以及客观需求,探索建立全科住院医师EPAs评价考核体系的可行方案。方法采用问卷调查法,对158...目的了解在当前全科住院医师(含全科专硕)规范化培训大背景下,带教师资对置信职业行为(entrustable professional activities,EPAs)的应用现状以及客观需求,探索建立全科住院医师EPAs评价考核体系的可行方案。方法采用问卷调查法,对158位临床带教师资进行调查,分析当前全科住院医师的规范化培训评价体系现状,以及他们对EPAs的了解程度和意见建议。结果在职业行为维度上,师资对医学知识和医学技能的考核效果认可度高;师资认为医德教育中的人文情怀考核不足;在实际需求上,带教师资对EPAs的重视顺序为:规范化(93.04%)、客观化(93.04%)、多维化(92.41%)、轻量化(90.51%)和多样化(86.04%)。结论应针对现行全科住院医师规范化培训体系中人文教育方面存在的短板,并基于中国全科住院医师培训的实际需求设计置信职业行为EPAs体系,在提高师资的教学胜任力的同时保障全科医学教育的产出成果。展开更多
Natural orifice translumenal endoscopic surgery(NOTES) training is unique in that it crosses specialty lines and most practitioners do not possess both the knowledge and skill to perform the procedures in their curren...Natural orifice translumenal endoscopic surgery(NOTES) training is unique in that it crosses specialty lines and most practitioners do not possess both the knowledge and skill to perform the procedures in their current form.The learning process becomes even more complex because the field is in constant evolution with advances in technology and technique being introduced almost daily! The challenges of learning NOTES illustrates a larger problem in all procedurally based medical specialties today-the pace of change has become so rapid that a practicing physician's technical skills become out of date within five to ten years of completing residency or fellowship training.As a result,practicing physicians must develop a strategy to rapidly learn about a new technique or technology and introduce it safely into their practice while satisfying the concerns of their hospital's credentialing committee.This chapter will explore the options for learning new procedures and discuss the rapidly expanding armamentarium of education institutes and the developing technology to measure procedural competence.展开更多
目的评估"一分钟教学"(one minute preceptor,OMP)联合"案例学习法"(case based learning,CBL)在血管外科临床教学中的作用。方法将外科规范化培训的住院医生随机分为OMP/CBL教学组(24人)和传统教学组(26人)。采用...目的评估"一分钟教学"(one minute preceptor,OMP)联合"案例学习法"(case based learning,CBL)在血管外科临床教学中的作用。方法将外科规范化培训的住院医生随机分为OMP/CBL教学组(24人)和传统教学组(26人)。采用书面考试和问卷调查评估教学效果。结果在近期考试中,OMP/CBL教学组与传统教学组相比,理论知识成绩无明显差异,但OMP/CBL教学组较传统教学组的临床病例分析成绩更高。在中期考试中,OMP/CBL教学组与传统教学组相比,理论知识成绩和病例分析成绩更高。问卷调查中,OMP/CBL教学组学生学习目的性更明确且积极性更高。结论OMP/CBL联合教学法有助于外科规培生调动学习积极性,提升学习效率和效果。展开更多
Clinical practice remains an integral part of nursing curriculum because clinical practice provides students with an opportunity to achieve professional competence. Creating a conducive learning environment for studen...Clinical practice remains an integral part of nursing curriculum because clinical practice provides students with an opportunity to achieve professional competence. Creating a conducive learning environment for students is responsibility of academic staff, clinical nurses and students alike. However, studies in Malawi have reported poor clinical learning environment for students. This study therefore aimed at exploring nurses’ experiences of clinical teaching environment in Malawi. The study used a qualitative research design utilizing a descriptive phenomenological approach. Participants were randomly identified from teaching hospitals across Malawi by nursing managers to attend a six week clinical preceptorship training at one University nursing college. Immediately before commencement of the training, participants were invited to voluntarily participate in a focus group discussion pertaining to their experiences with clinical environment. We conducted focus group discussions with 9 trainees in 2013 and 12 trainees in 2014 training cohorts. Findings reveal that nurses meet a number of challenges in teaching students in the clinical area. Four themes emerged from the study, namely, inadequate faculty support, poor clinical teaching environment, poor competence among nurses and unsupportive working conditions. Nurses require support from academic staff and their managers to ensure a conducive clinical teaching environment.展开更多
文摘Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.Methods: The researchers used semi structured interviews to collect qualitative data. A total of 48 stu-dents were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data. Findings: Two themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration. Conclusions: The findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.
基金funded by the Teaching Reform Project of Soochow University.
文摘Purpose:To explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students.Methods:Five second-year graduate nursing students were recruited to participate in the clinical teaching of medical nursing for 38 undergraduates in the first semester of the 2010 e2011 academic year,divided into two groups.The first group first received clinical teaching in caring for respiratory diseases from graduate preceptors for six weeks followed by clinical teaching in caring for circulatory diseases from nurse preceptors for six weeks.The second group received clinical teaching in the reverse order,from the nurse preceptors followed by the graduate student preceptors.Following training,all students were examined with a written test and scores were compared.In addition,review meetings were held to evaluate the teaching outcomes.Results:No significant differences in test scores were observed between the two teaching groups.Undergraduate student feedback indicated that the training provided by the graduate students was satisfactory,and the medical nursing course leader was satisfied with the teaching outcome with a few exceptions.Conclusion:These data indicate that graduate students are capable of training undergraduates in medical nursing,although some areas can be improved.
文摘<strong>Background:</strong> The aim of clinical preceptors is to support the development of expertise related to the preceptorship of groups of trainees among nurses in clinical settings by the acquisition and use of theoretical knowledge, know-how and know-that. The support of students remains a major problem in hospitals, because the requirements of the preceptors according to the standards are not considered. The lack of guidelines on nursing preceptorships, theoretical application based on the professional curriculum, and professional expertise were the main problems assessed in the two Health Care (HUCK, VNC) in this study. The purpose of this study is to assess the knowledge of nurses and learners during their preceptorship practices and to contribute to the direction of evidence-based preceptorship. <strong>Method:</strong> A descriptive cross-sectional study design was used in this study during the 3-month period. A sample of 121 nurses as well as 56 learners were selected from 381 nurses and 80 learners using Alain Bouchard’s formula. A questionnaire developed according to the guidelines of Ernestine Wiedenbach’s theory of care, was distributed. The data were analyzed using the Microsoft Excel and the software program version 16 (SPSS-16). <strong>Results:</strong> The current study found that the majority of nurses do not know the importance of the clinical tutor. The results state that students experience clinical practice problems, thus clinical preceptorship is required. Nurses showed that there are different barriers often encountered during their practices. The overall nurse preceptorship process is not optimal and the average of 97.6% of nurses does not have expertise in coaching interns in clinical settings. <strong>Conclusion:</strong> Although that nurses have some experience at work, they express their weakness based on a low level of education, a lack of knowledge and trained professionals on the job, and clinical preceptorship guidelines.
文摘目的探讨以潜意识投射卡为工具的减压团体心理辅导在护理带教老师中的应用效果。方法采用方便抽样法,于2023年10月在上海市某二级甲等医院招募护理带教老师42名,并对其开展基于潜意识投射卡的减压团体心理辅导。在干预前、干预结束后即刻及干预结束4周后分别使用自制压力视觉模拟评分、正负情绪视觉模拟评分、护士应对方式问卷、患者报告结局测量信息系统(patient-reported outcomes measurement information system profile-29v2.1,PROMIS Profile-29v2.1)对护理带教老师的压力、情绪、应对方式和健康相关生活质量的情况进行评估。结果本研究全程参与并完成问卷调查者共40名,问卷有效回收率为95.23%。干预前,护理带教老师CPSS总分为(41.93±7.97)分,压力水平较高。与干预前相比,干预结束后即刻和干预结束4周后,护理带教老师的压力水平降低,正性情绪增加,回避与自责应对策略减少,情绪缓解和行为摆脱应对增加,焦虑、抑郁和疲劳程度降低(均P<0.05)。寻求社会支持的应对策略在干预结束后即刻增加(P<0.05),但在干预结束4周后恢复到基线水平。结论基于潜意识投射卡的减压团体心理辅导可有效降低护理带教老师压力,提升其正性情绪,改善其应对方式,并减轻焦虑、抑郁、疲劳症状。
文摘目的了解在当前全科住院医师(含全科专硕)规范化培训大背景下,带教师资对置信职业行为(entrustable professional activities,EPAs)的应用现状以及客观需求,探索建立全科住院医师EPAs评价考核体系的可行方案。方法采用问卷调查法,对158位临床带教师资进行调查,分析当前全科住院医师的规范化培训评价体系现状,以及他们对EPAs的了解程度和意见建议。结果在职业行为维度上,师资对医学知识和医学技能的考核效果认可度高;师资认为医德教育中的人文情怀考核不足;在实际需求上,带教师资对EPAs的重视顺序为:规范化(93.04%)、客观化(93.04%)、多维化(92.41%)、轻量化(90.51%)和多样化(86.04%)。结论应针对现行全科住院医师规范化培训体系中人文教育方面存在的短板,并基于中国全科住院医师培训的实际需求设计置信职业行为EPAs体系,在提高师资的教学胜任力的同时保障全科医学教育的产出成果。
文摘Natural orifice translumenal endoscopic surgery(NOTES) training is unique in that it crosses specialty lines and most practitioners do not possess both the knowledge and skill to perform the procedures in their current form.The learning process becomes even more complex because the field is in constant evolution with advances in technology and technique being introduced almost daily! The challenges of learning NOTES illustrates a larger problem in all procedurally based medical specialties today-the pace of change has become so rapid that a practicing physician's technical skills become out of date within five to ten years of completing residency or fellowship training.As a result,practicing physicians must develop a strategy to rapidly learn about a new technique or technology and introduce it safely into their practice while satisfying the concerns of their hospital's credentialing committee.This chapter will explore the options for learning new procedures and discuss the rapidly expanding armamentarium of education institutes and the developing technology to measure procedural competence.
文摘目的评估"一分钟教学"(one minute preceptor,OMP)联合"案例学习法"(case based learning,CBL)在血管外科临床教学中的作用。方法将外科规范化培训的住院医生随机分为OMP/CBL教学组(24人)和传统教学组(26人)。采用书面考试和问卷调查评估教学效果。结果在近期考试中,OMP/CBL教学组与传统教学组相比,理论知识成绩无明显差异,但OMP/CBL教学组较传统教学组的临床病例分析成绩更高。在中期考试中,OMP/CBL教学组与传统教学组相比,理论知识成绩和病例分析成绩更高。问卷调查中,OMP/CBL教学组学生学习目的性更明确且积极性更高。结论OMP/CBL联合教学法有助于外科规培生调动学习积极性,提升学习效率和效果。
文摘Clinical practice remains an integral part of nursing curriculum because clinical practice provides students with an opportunity to achieve professional competence. Creating a conducive learning environment for students is responsibility of academic staff, clinical nurses and students alike. However, studies in Malawi have reported poor clinical learning environment for students. This study therefore aimed at exploring nurses’ experiences of clinical teaching environment in Malawi. The study used a qualitative research design utilizing a descriptive phenomenological approach. Participants were randomly identified from teaching hospitals across Malawi by nursing managers to attend a six week clinical preceptorship training at one University nursing college. Immediately before commencement of the training, participants were invited to voluntarily participate in a focus group discussion pertaining to their experiences with clinical environment. We conducted focus group discussions with 9 trainees in 2013 and 12 trainees in 2014 training cohorts. Findings reveal that nurses meet a number of challenges in teaching students in the clinical area. Four themes emerged from the study, namely, inadequate faculty support, poor clinical teaching environment, poor competence among nurses and unsupportive working conditions. Nurses require support from academic staff and their managers to ensure a conducive clinical teaching environment.
