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Nursing Preceptor Attributes Facilitating Nursing Students' Transition from Theory to Clinical Practice

机译：护理感受器属性有助于护理学生从理论到临床实践的转变

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摘要

This study examines the attributes educator/preceptors incorporate into their curriculum to aid nursing student's transition from theory to clinical practice. The researcher interviewed 10 educator/preceptors who shared their experiences assisting novice nurses successfully transfer into clinical practice. The 10 educator/preceptors were all females employed as educators who work as preceptors for two community colleges and one university. All the educator/preceptors had masters' degrees, except for one who earned her doctoral degree. The research question was: what knowledge, skill development, instructional strategies, and characteristics do preceptors report needing to successfully facilitate the transition of student nurses from theory to clinical practice? The data from the preceptors revealed practices, characteristics, and strategies that aid nursing students in clinical practice. The study revealed that the educator/preceptors used adult learning concepts to connect with students. Each educator/preceptor revealed their personal strategy that was successful in assisting the transition of nursing students into clinical practice. The educator/preceptors expressed their years of preceptor experience and accountability during their tenure of teaching. Findings from this qualitative study revealed themes that include hands-on experiences, focusing on learning styles, having empathy and compassion, communication skills, and continuing education. The educator/preceptors shared their strategies with other colleagues who adopted the strategies in nursing programs that they consider to be critical to the success of nursing students' transition to clinical practice. The shared experiences and strategies of the educator/preceptors provided direction for other new and potential preceptors to use when guiding novices nurses through their transition from theory to clinical practice.
机译：这项研究探讨了教育者/接受者纳入其课程的属性，以帮助护理学生从理论到临床实践的转变。研究人员采访了10位教育工作者/教官，他们分享了帮助新手护士成功地转入临床实践的经验。这10名教育者/教员都是受雇于两所社区学院和一所大学的教员的女性。除了获得博士学位的人之外，所有教育者/主持人均具有硕士学位。研究的问题是：为了使学生护士从理论向临床实践的转变成功地发展，受体报告了哪些知识，技能发展，教学策略和特征？来自导师的数据揭示了有助于护理专业学生进行临床实践的实践，特征和策略。研究表明，教育者/接受者使用成人学习概念来与学生联系。每个教育者/主持人都透露了他们的个人策略，该策略成功地帮助了护理专业学生过渡到临床实践。教育者/主持人在任职期间表达了多年的主持人经验和责任心。该定性研究的结果揭示了主题，包括动手实践，侧重于学习风格，具有同理心和同情心，沟通技巧和继续教育。教育者/主持人与其他同事分享了他们的策略，他们在护理计划中采用了这些策略，他们认为这对护理学生成功过渡到临床实践至关重要。在指导新手护士从理论到临床实践的过渡过程中，教育者/受体共享的经验和策略为其他新的和潜在的受体提供了指导。

著录项

  • 作者

    Coney-Fonville, Lisa.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Nursing.;Health education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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