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首页> 外文期刊>BMC Nursing >Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study
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Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study

机译：护理学生对两种不同监督模型的临床学习环境和监督的看法 - 比较横断面研究

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Knowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). The study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables. Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.
机译：关于护理学生的临床学习环境经验以及进行监督的知识在很大程度上缺乏。这项研究比较了护理学生对两种不同监督模型的临床学习环境和监督的看法：同行学习学生专用单位，与学生成对一起工作，并由“一天的预先是”（型号A）进行监督（模型A），以及传统监督，其中每个学生被分配给个人预先的人（B型）。该研究在瑞典大学学院的护理计划中进行，在三个不同的医院医学和外科部门的学生临床展示（学期3和4）。使用临床学习环境，监督和护士教师评估规模收集数据，CLES + T，用于可靠性和有效性的仪器，以及为本研究开发的第二仪器，以获得学生如何经历的组织和内容的更深层次的信息监督。独立的T-Tests用于连续变量，数变量的Mann-Whitney U-Tests，以及Chi-Square或Fischer对分类变量的确切测试。总体而言，学生对两个监督模型的临床学习环境和监督有积极的经验。在模型中监督的学生对学生，预先验证和护士教师之间的合作和关系进行了更积极的经验，而且比模特的学生更频繁地认为病房有一个明确的监督学生模型。模型A中的学生对拥有不止一个的预先验收者更积极，并认为这有助于评估他们的学习结果。临床安置中学生的良好学习环境取决于接受学生的明确结构，是工作人员对学生的监督感兴趣的教育氛围，并且易于接近，赋予备忘录和护士教师之间的参与和协作。本研究还表明，在具有许多备向因子的学生专用房间的对同伴学习的监督对于学生而言，对于每个学生被分配给单一预先抛座的模型，可以更加满意。

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