Needs of clinical tutor in the clinical nursing teaching mode of preceptorship
10.3760/cma.j.issn.1674-2907.2016.36.028
- VernacularTitle:临床导师在导师制临床护理教学模式中的需求调查
- Author:
Wei REN
1
,
2
;
Caixiao SHI
;
Zumei ZHAO
;
Yumei WU
;
Ling CHEN
;
Wenzhi CAI
Author Information
1. 450018 郑州市儿童医院护理部
2. 518110 深圳，南方医科大学深圳医院院办
- Keywords:
Questionnaires;
Education,nursing;
Preceptorship;
Clinical tutor;
Needs
- From:
Chinese Journal of Modern Nursing
2016;22(36):5289-5292
- CountryChina
- Language:Chinese
-
Abstract:
Objective To know the demand situation of mentor training, appointment, quality evaluation, and incentive of clinical mentorship in the clinical nursing teaching mode of preceptorship, so as to provide references for the construction of preceptorship. Methods Convenience sampling method was employed to select 342 clinical tutors with more than five years′ teaching experience from Nanfang Hospital of Southern Medical University from May to September 2016 as the research object. Tutors were investigated by self-designed questionnaire about needs for clinical tutor in the clinical nursing teaching mode of preceptorship. Results About 98. 9% of clinical tutors thought that it is necessary to accept the knowledge training of clinical mentorship, 55.3% of clinical tutors thought that the training time should within 3-7 days, 50. 8% of clinical tutors thought that the contents of the training of clinical mentorship is the method of evaluating the students, 79. 4% of clinical tutors believed that it is necessary to carry out propaganda for the implementation of clinical tutor, 67.8% of clinical tutors said that the hospital did not organize the publicity of the clinical mentorship, and they hoped to participate in such activities, 63.7% of clinical tutors believed that the appointment of mentorship is voluntary enrollment, 62. 5% of clinical tutors thought that the best quality evaluation method of clinical mentorship system was evaluation of clinical practice ability, 79.8% of nurses believed that the incentive of the clinical mentorship is priority for the promotion of professional title. Conclusions In the construction and implementation of clinical mentorship, we should pay more attention to the needs of clinical tutors, in order to give full play to the role of tutor, and improve the quality of clinical practice ability of nursing undergraduates.
