背景:临床教育是护理专业教育的基本组成部分。教育的一种方法是实施教师计划,临床护士负责护理学生的教育。本研究旨在确定临床护士参与护生教育的导师培训计划的有效性。
方法:这项准实验研究于2023年在德黑兰的教学医院进行,伊朗。样本由来自教学医院的66名护士组成,这些护士使用可访问的方法选择并随机分为两组。研讨会解决了教师和学生的教育需求,他们为自己的角色做好了准备,以及有效支持学生的策略。在研究之前,使用有效的IMSOC问卷评估护士的参与水平,该问卷衡量了他们在指导护生中的参与程度.一个月后,使用相同的问卷重新评估参与率。使用SPSS版本19对数据进行分析。
结果:两组在人口统计学特征方面是同质的。干预前护士参与学生教育的平均得分为101.84±15.42,对照组为107.24±10.53,两组差异无统计学意义(P=0.10)。干预之后,试验组得分达到118.90±15.11,对照组得分达到106.21±11.96,表明差异显著(P<0.001)。测试组中护士参与分数的比较表明,前测与后测之间存在显着差异,随着所有护士参与得分的提高(P<0.001)。然而,在对照组中,差异不显著(P=0.41)。
结论:鉴于提高临床护士对护生教育的参与度,教师培训计划是有效的。这个程序可以改善各个方面,比如动机,满意,承诺,实施,和障碍清除。考虑到临床培训对护生的重要性和导师的重要作用,建议所有大学医院的管理人员和健康受托人实施导师培训计划,以增加临床护士对护理学生教育的参与。
BACKGROUND: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students.
METHODS: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses\' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19.
RESULTS: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses\' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses\' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses\'s participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41).
CONCLUSIONS: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students.