Cognition of clinical tutors by undergraduate nursing students based on Q-methodology
10.3760/cma.j.issn.1672-7088.2017.32.015
- VernacularTitle:护理本科生对临床导师角色认知基于Q方法的研究
- Author:
Jiamin XU
1
;
Yan LIANG
Author Information
1. 复旦大学护理学院
- Keywords:
Preceptorship;
Cognition;
Nursing education;
Baccalaureate;
Q-methodology
- From:
Chinese Journal of Practical Nursing
2017;33(32):2536-2541
- CountryChina
- Language:Chinese
-
Abstract:
Objective To systematically explore students'perception of roles of clinical tutors and to identify different types of perception, so as to provide suggestions to promote the implementation of clinical tutorial system. Methods The study used Q-methodology, which was a combination of qualitative and quantitative research method. Through semi-structured interviews with 13 students, a Q discussion of 48 entries was formed. Forty undergraduate students majored in nursing who had participated in clinical tutorial system at least one year were asked to rank 48 statements according to their relative importance. Results Undergraduate nursing students′ cognition on the role of clinical tutors could be divided into four types. Type 1 "Lighthouse", types 2 "alienation", type 3 "help", type 4"experience type". There were differences and similarities between these types. They were in favor of clinical instructors in their professional specialty, also believed that the relationship between how to coordinate with the doctor,a clinical instructor did not give guidance. Conclusions There are four types of the cognition on clinical tutor role. The students generally accepted the role of clinical tutors. The degree of cognition are different.
