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1.
Thorac Surg Clin ; 30(1): 111-120, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31761279

RESUMO

Nonintubated thoracic surgery arose as supplemental evolution of minimally invasive surgery and is gaining popularity. A proper nonintubated thoracic surgery unit is mandatory and should involve surgeons, anesthesiologists, intensive care physicians, physiotherapists, psychologists, and scrub and ward nurses. Surgical training should involve experienced and young surgeons. It deserves a step-by-step approach and consolidated experience on video-assisted thoracic surgery. Due to difficulty in reproducing lung and diaphragm movements, training with simulation systems may be of scant value; instead, preceptorships and invited proctorships are useful. Preoperatively, patients must be fully informed. Effective intraoperative communication with patients and among the surgical team is pivotal.


Assuntos
Equipe de Assistência ao Paciente , Preceptoria , Cirurgia Torácica Vídeoassistida , Humanos , Equipe de Assistência ao Paciente/organização & administração , Equipe de Assistência ao Paciente/normas , Preceptoria/métodos , Preceptoria/organização & administração , Cirurgia Torácica Vídeoassistida/educação , Cirurgia Torácica Vídeoassistida/métodos
2.
Am J Health Syst Pharm ; 76(13): 944-951, 2019 Jun 18.
Artigo em Inglês | MEDLINE | ID: mdl-31361889

RESUMO

PURPOSE: In this article, the pharmacy preceptor is introduced to the core components of the clinical reasoning process. Teaching strategies based on script theory and experiential educational theory are described to aid the pharmacy preceptor in facilitating the development of clinical reasoning in novice practitioners. SUMMARY: The development of clinical reasoning skills is essential for all healthcare providers. Clinical reasoning involves the integration of analytic and nonanalytic reasoning while minimizing the occurrence of cognitive error or bias. Such skills are needed to make diagnoses, formulate treatment plans, and solve clinical problems relating to all facets of healthcare. Teaching strategies by which to facilitate the development of clinical reasoning in physicians, nurses, and other healthcare providers have been described. To date, the topic of clinical reasoning has not been adequately addressed in the pharmacy education or practice literature. CONCLUSION: Clinical reasoning is fundamental to clinical pharmacy practice. Instruction and modeling of this process by preceptors facilitate the development of advanced practitioners.


Assuntos
Educação em Farmácia/métodos , Preceptoria/métodos , Aprendizagem Baseada em Problemas/métodos , Ensino , Competência Clínica , Currículo , Humanos , Farmacêuticos
4.
Nurse Educ Pract ; 38: 157-163, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31302590

RESUMO

Research concerning this issue demonstrates that nursing students initially feared interacting with and caring for patients with suicidal tendencies. However, there is a lack of research, which examines the care that is provided to patients that are suicidal, by nursing students. The aim of this study was to develop a theory to guide nursing students when caring for patients with suicidal tendencies on their psychiatric clinical practicum. A qualitative approach using Grounded Theory was used. A total of 22 nursing students who had provided care for suicidal patients were interviewed. The core category that emerged from the data was the 'changing of mindsets towards caring for suicidal patients and promotion of suicidal care competencies'. Other key categories linked to and enfolded within this core category were: suicidal risk assessment; protecting patients' safety; and, developing therapeutic communication competencies to advance suicidal care. This study could help fill a theory-practice gap for both psychiatric nursing teachers and students. Nurse teachers could use this theory as a map to help guide students caring for patients with suicidal tendencies and develop nursing students' suicidal care competencies.


Assuntos
Teoria de Enfermagem , Preceptoria/métodos , Estudantes de Enfermagem/psicologia , Ideação Suicida , Atitude do Pessoal de Saúde , Feminino , Teoria Fundamentada , Humanos , Masculino , Enfermagem Psiquiátrica/educação , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
5.
Nurse Educ Pract ; 38: 112-119, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31254943

RESUMO

Nurse preceptors play an important role in supporting newly qualified nurses during transition periods. However, limited attention is given to the needs and experience of nurse preceptors with expected responsibilities. This study aimed to examine the perceived needs of nurse preceptors in three public acute hospitals by using a sequential mixed method approach conducted between March and August 2017. A questionnaire that comprised socio-demographic data, Clinical Teaching Behaviour Inventory (CTBI), and RN Preceptor Learning Needs Assessment, was distributed to all nurse preceptors. Semi-structured qualitative interviews were conducted with a purposive sample of 10 informants to complement the quantitative findings. We received 260 completed questionnaires, giving a response rate of 78.8%. The highest mean CTBI domain score was "Using appropriate teaching strategies" (Mean = 3.65, SD = 0.56), whereas the lowest was "Providing feedback and evaluation" (Mean = 3.51, SD = 0.60). The top five topics identified as the most important in nurse preceptor training were critical thinking, prioritising, teaching techniques, conflict management and teamwork. Qualitative findings revealed that the informants experienced tension with their dual roles and strained relationships with co-workers. The expectations of the informants for support were recognition from management level and highlighting coaching tactics, reciprocal learning and collegiate support.


Assuntos
Mentores/psicologia , Determinação de Necessidades de Cuidados de Saúde , Preceptoria/métodos , Adulto , Atitude do Pessoal de Saúde , Estudos Transversais , Feminino , Grupos Focais/métodos , Hong Kong , Hospitais , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Inquéritos e Questionários
7.
Nurs Forum ; 54(3): 434-440, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31093991

RESUMO

BACKGROUND: Providing adequate and quality clinical training to student nurses is a major issue in nursing education. In the Middle East, this issue is more prominent because providing intimate healthcare to women in maternity nursing, especially by male nursing students, remains a challenge. PURPOSE: This study compared the effects of a combination of traditional clinical training with high-fidelity simulation (TCT+HFS) activities vs TCT alone on the clinical competency and knowledge among students enrolled in a maternity nursing course in a Middle Eastern public university. METHOD: A quasi-experimental research design was adopted in the study. The sample consisted of 74 students (40 in the TCT group and 34 in the TCT+HFS group) from a cohort of nursing students in a Middle Eastern university. The Creighton Competency Evaluation Instrument and a 29-item, researcher-designed knowledge scale was used to measure the relevant outcomes. RESULTS: No significant difference was observed in the knowledge (F = 1.064, P = 0.306) or clinical competency scores (F = 0.168, P = 0.683) between the TCT+HFS group and the TCT group. CONCLUSION: Substituting 25% of the clinical hours with HFS may yield similar learning outcomes (knowledge and clinical competency) as TCT.


Assuntos
Competência Clínica/normas , Treinamento com Simulação de Alta Fidelidade/normas , Enfermagem Materno-Infantil/educação , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Adulto , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Feminino , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Masculino , Enfermagem Materno-Infantil/métodos , Omã , Preceptoria/métodos , Preceptoria/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos
8.
Nurse Educ Pract ; 37: 62-67, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31096133

RESUMO

Preceptorship is important to newly graduated nurses as they transit from being a student to a practitioner, but it can be stressful for the preceptors. With the current problem of nurse shortage, perceptions about preceptorship need to be explored. The objective of the study is to explore the perceptions, experiences, and needs of nursing preceptors and their preceptees on preceptorship, using a descriptive qualitative design. Audio-recorded semi-structured interviews were conducted from August 2016 to November 2016 in an acute tertiary hospital in Singapore. Ten preceptor-preceptee pairs were interviewed. Thematic analysis was used to analyze the interview transcripts. Four themes emerged from the thematic analysis: (1) social role of the preceptor, (2) letting go of preceptees, (3) communication and the use of technology, and (4) involvement of nursing managers. This study reported about contextual influence on the perceptions of preceptorship, showing both positive and negative aspects of preceptorship. Future multi-centered and longitudinal studies are needed to explore preceptors' and preceptees' perceptions of preceptorship so that intervention programmes can be developed to support them.


Assuntos
Comunicação , Recursos Humanos de Enfermagem no Hospital/psicologia , Percepção , Preceptoria/métodos , Adulto , Bacharelado em Enfermagem , Feminino , Humanos , Pesquisa Qualitativa , Singapura , Inquéritos e Questionários , Mensagem de Texto
9.
J Nurs Manag ; 27(5): 1047-1054, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30963649

RESUMO

AIM: To explore the effectiveness of a clinical reasoning teaching workshop (CRTW) in preceptors' teaching ability, self-efficacy of clinical reasoning teaching. BACKGROUND: Preceptors' teaching skills are crucial for training novice nurses. How to enhance preceptors' teaching ability is a pertinent concern in clinical practice. METHODS: This study comprised two stages. At stage I, we administered a pre- to post-test single group with 33 participants to investigate the changes in preceptors' knowledge and self-efficacy in clinical reasoning teaching after clinical reasoning teaching workshop. At stage II, a quasi-experimental design was adopted to assess the effectiveness of the clinical reasoning teaching workshop by comparing the preceptors' teaching ability by novice nurses. There were 22 nurses' preceptors who underwent the clinical reasoning teaching workshop and 70 nurses with preceptors who did not undergo clinical reasoning teaching workshop and matched with preceptors' age and working experience. RESULTS: After clinical reasoning teaching workshop, preceptors' knowledge and self-efficacy of clinical reasoning teaching ware increased significantly. Novice nurses (study group) scored their preceptors' teaching ability significantly higher than nurses' (control group). CONCLUSION: The clinical reasoning teaching workshop can enhance preceptors' teaching ability and confidence, thereby improving their teaching ability. IMPLICATIONS FOR NURSING MANAGEMENT: A well-designed workshop with appropriated teaching method can allow preceptors to learn effectiveness. Clinical reasoning teaching workshop can be used in the training of preceptors.


Assuntos
Educação/normas , Preceptoria/métodos , Ensino/educação , Adulto , Atitude do Pessoal de Saúde , Educação/estatística & dados numéricos , Feminino , Humanos , Masculino , Mentores/educação , Mentores/estatística & dados numéricos , Preceptoria/normas , Competência Profissional/normas , Pesquisa Qualitativa , Inquéritos e Questionários , Ensino/normas , Ensino/estatística & dados numéricos
10.
Nurse Educ Pract ; 36: 85-90, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30889469

RESUMO

The nursing profession struggles with providing a bridge to close the theory to practice gap for students. Students are expected to graduate with competencies that promote their safe and comprehensive nursing care provision in accordance with professional standards. This paper reports on students' a simulated clinical educational intervention embedded into a second-year nursing student clinical topic offering experiential learning opportunities for a large cohort. Feedback was analysed using Braun and Clarke's (2006) thematic qualitative process to investigate student-learning experiences and present student perceptions of this experience. Three key themes were identified: support promoted learning, focus on the bigger picture and practice clarifies puzzle pieces. Students perceived the simulated clinical experience as beneficial to their confidence, learning and ability to develop their professional practice. Promotion of learning outcomes facilitated by the structured, supportive and educational approach was important for students. Nurse educators have a responsibility to develop learning experiences that enable student's ability to link theory to practice in context. Ongoing exploration and evaluation of this intervention is required however, such an approach appears to support student's knowledge development for transference across situations and within large student cohorts.


Assuntos
Avaliação Educacional/normas , Percepção , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Competência Clínica/normas , Avaliação Educacional/métodos , Humanos , Preceptoria/métodos , Aprendizagem Baseada em Problemas/métodos
11.
Midwifery ; 74: 29-35, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30921549

RESUMO

BACKGROUND: Assessment of clinical practice is a core component of midwifery education. Clinical assessment is challenging and affected by a number of factors. Preceptor midwives are reported to be reluctant to fail students in clinical assessments. This is worrying as preceptor midwives are gatekeepers to the profession of midwifery and need to ensure midwifery students are safe and competent practitioners of midwifery on completion of their programmes. METHODS: This qualitative descriptive study explores preceptor midwives experiences of clinical assessment of midwifery students in four maternity units in the Republic of Ireland. Following ethical approval, twenty-nine preceptor midwives were interviewed. Content analysis was used to analyse the data and two themes with associated subthemes identified. FINDINGS: Competency assessment in practice was supported by a robust, clearly delineated process, considered vital to ensure effective and fair assessment of midwifery students. The process in place had many advantages but attracted some criticism too, most notably language, documentation and lack of continuity of the preceptor. The challenges of clinical assessment were multifaceted but the most pressing concern was dealing with students who were struggling in practice where the outcome of an assessment was potentially a fail. Preceptor midwives expressed reluctance to fail students but balanced this with ensuring safety for women and their babies. A number of other challenges hampered decisions in clinical assessments. These included the confidence of the preceptor, juggling the competing demands of clinical practice with effective assessment in an increasingly complex and fiscally challenging environment, operationalising the competency assessment process and the emotional toll associated with failing a student. CONCLUSION: Preceptors' primary focus is on ensuring that graduate midwives are safe and competent practitioners and it is this which guides their decision making on the outcome of clinical assessments. However, more support is required for the onerous responsibility of clinical assessment, particularly for less experienced midwives but also when failure of clinical assessment is a potential outcome. Preceptorship needs to be valued more at a strategic level.


Assuntos
Competência Clínica/normas , Tocologia/educação , Preceptoria/métodos , Estudantes de Enfermagem , Avaliação Educacional/métodos , Humanos , Entrevistas como Assunto/métodos , Irlanda , Tocologia/normas , Preceptoria/normas , Pesquisa Qualitativa
12.
Rev Bras Enferm ; 72(1): 170-176, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30916283

RESUMO

OBJECTIVE: to analyze factors associated with nursing students' errors during clinical learning, and their perceptions regarding these events and the opportunity for learning and development provided by them. METHOD: Convergent Mixed Method design according Creswell and Clark. Qualitative dimension included face to face and internet interviews. Data analysis followed Miles and Huberman method. RESULTS: Nursing student's errors were revealed according to their perceptions. They occurred in all phases of the nursing process and in transversal skills. Errors were acknowledged as learning and developmental opportunities. FINAL CONSIDERATIONS: Students acknowledged their errors and ascribe to themselves reasons and what could have prevented what happened. Mixed Method was a very adequate design to study phenomena. Qualitative dimension was essential to reveal and achieve the objectives. Suggestions founded on the findings are presented.


Assuntos
Erros Médicos/psicologia , Percepção , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/tendências , Grupos Focais/métodos , Humanos , Erros Médicos/enfermagem , Portugal , Preceptoria/métodos , Preceptoria/normas , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos
13.
Nurse Educ Pract ; 36: 1-6, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30826626

RESUMO

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: 'being able to see and justify students' learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.


Assuntos
Docentes de Enfermagem/psicologia , Preceptoria/normas , Estudantes de Enfermagem , Adulto , Atitude do Pessoal de Saúde , Educação Técnica em Enfermagem/métodos , Educação Técnica em Enfermagem/normas , Feminino , Processos Grupais , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Noruega , Preceptoria/métodos , Pesquisa Qualitativa , Ensino
14.
Nurse Educ Today ; 77: 12-17, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30913471

RESUMO

BACKGROUND: Bullying in nursing is not a new phenomenon and nursing students are not exempt from its effects, however there is limited literature that deals directly with bullying of nursing students within the clinical environment in New Zealand. Quality clinical placements are vital to facilitate the link between theory and practice whilst working in complex healthcare settings. AIM: The purpose of this article is to present the experiences described by nursing students regarding the nature and extent of bullying during clinical placements. DESIGN: This study employed a cross-sectional survey design using an electronic survey in which this paper focuses on the textual data provided by nursing students from across New Zealand. Data was analysed by coding and grouping into themes. RESULTS: There were numerous uncivil behaviours students were subject to during clinical placements. The consequences of these behaviours had physical, psychological and financial implications for students, with some suggestions that they choose to leave the nursing profession. CONCLUSIONS: Predominantly the practice setting is clearly not nurturing enough for nursing students; a situation unlikely to change in the near future. Hence academic institutions must be proactive in developing students' ability to address incivility in these environments and to educate their own staff on how to recognise and respond to bullying in the clinical arena.


Assuntos
Bullying/psicologia , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Adulto , Estudos Transversais , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Nova Zelândia , Preceptoria/métodos , Pesquisa Qualitativa , Inquéritos e Questionários
15.
Nurse Educ Pract ; 36: 101-107, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30901723

RESUMO

Precepting is a common and expected role of nurses in clinical settings worldwide. This research explored novice nurse's experiences of precepting undergraduate nursing students in high-acuity hospital environments. An interpretive study was undertaken with 12 novice nurses (<3-years of post-registration clinical experience), who were precepting nursing students. Data was collected through focus groups and thematically analysed. The zone of proximal development theory was applied to understand the relationship of learning that occurs between students and nurses. Three themes were identified. Firstly, participants established that precepting students enhanced their own self-development, and was a rewarding role, that not only developed the student into a nurse, but provided opportunities for the novice nurse to learn. Second, precepting was both challenging and rewarding. The challenges involved the student, the context, and the preceptors' own teaching and learning skills, resulting in feelings of frustration and conflict between nursing care and preceptor roles. Third, precepting was an expectation of both the nursing role and from senior nurses. At times, the participants felt overwhelmed and drained, particularly when having students that challenged them on multiple consecutive shifts. Participants identified the need for guidance and support from more capable peers to develop confidence while precepting nursing students.


Assuntos
Competência Clínica/normas , Enfermeiras e Enfermeiros/normas , Gravidade do Paciente , Preceptoria/métodos , Desenvolvimento de Pessoal/métodos , Competência Clínica/estatística & dados numéricos , Grupos Focais/métodos , Humanos , Mentores/psicologia , Modelos Educacionais , Enfermeiras e Enfermeiros/estatística & dados numéricos , Preceptoria/normas , Desenvolvimento de Pessoal/normas
16.
Nurse Educ Pract ; 36: 34-39, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30851637

RESUMO

Despite efforts to increase patient safety, medical incidents and near misses occur daily. Much is still unknown about this phenomenon, especially due to underreporting. This study examined why nursing students and clinical instructors underreport medical events, and whether they believe that changes within their institutions could increase reporting. 103 third- and fourth-year nursing students and 55 clinical instructors completed a validated questionnaire. The results showed that about one-third of the instructors and one-half of the nursing students believed that circumstances and lack of awareness, and fear of consequences, lead to underreporting. Both nursing students and clinical instructors ranked "fear of consequences" as the main reason for not reporting, yet students ranked this higher than their instructors. Moreover, both groups believed that incident reporting could be increased following changes in the clinical field, mainly by increasing awareness and knowledge. A large percentage of participants also wrote that they do not report errors that are the result of circumstances and lack of awareness, mainly fear of consequences. Therefore, hospitals and academic institutions may need to create a more accepting organizational climate. Moreover, institutions that allow incident reports to be submitted anonymously and that take educational (not disciplinary) action, may increase incident reporting.


Assuntos
Docentes de Enfermagem/psicologia , Gestão de Riscos/normas , Estudantes de Enfermagem/psicologia , Adulto , Instituições de Assistência Ambulatorial/organização & administração , Atitude do Pessoal de Saúde , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Preceptoria/métodos , Preceptoria/normas , Gestão de Riscos/métodos , Inquéritos e Questionários
17.
J Nurses Prof Dev ; 35(3): 144-151, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30762844

RESUMO

Educational preparation for nurse preceptors helps reduce anxiety and stress in precepting. A quality improvement project was initiated in a large U.S. West Coast federal healthcare system to evaluate an existing training program for preceptors. A new 2-day preceptor workshop was subsequently created to address identified gaps. Results demonstrated statistically significant gains in preceptors' essential knowledge and skills required in precepting, and room for improvement in faculty teaching techniques and course materials.


Assuntos
Competência Clínica/normas , Educação/normas , Preceptoria/métodos , Competência Clínica/estatística & dados numéricos , Educação/métodos , Avaliação Educacional/métodos , Humanos , Inquéritos e Questionários
18.
Papillomavirus Res ; 7: 62-66, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-30716543

RESUMO

OBJECTIVE: To determine the required learning time for high-resolution anoscopy (HRA)-guided biopsy to detect histological high-risk squamous intraepithelial lesions (hHSIL) and to identify factors that impact on the training process. METHODS: All HIV-infected, screening-naïve men-who-have-sex-with-men who underwent HRA conducted by one single observer from 2010 to 2017 in a Spanish HIV-outpatient clinic were analysed. RESULTS: Eighty-five (14.7%) of the 581 patients included presented hHSIL. The factors associated with the capacity to detect hHSIL [adjusted odds ratio (aOR), 95% confidence interval (95%CI)] were the presence of cytological HSIL (3.04, 1.78-5.21; p < 0.001), infection with high-risk human papilloma virus (HR-HPV) (2.89, 1.38-6.05; p = 0.005), the number of biopsies taken/HRA (aOR: 1.28, 1.07-1.52; p = 0.006) and tobacco smoking (1.75; 1.12-2.73; p = 0.014). Two events independently augmented the detection rate of hHSIL: one single experienced pathologist interpreted biopsies after 409 HRA (2.80, 1.74-4.48; p = 0.035) and the anoscopist underwent an additional training after 536 HRA (2.57, 1.07-6.16; p = 0.035). A learning process could be observed throughout the whole study with stable HR-HPV prevalence. CONCLUSION: The data support the growing evidence that the proposed training volume of 50-200 performances is underestimated. Extensive training of both anoscopist and pathologist is warranted and the development of tools to support the diagnostic performance may be considered.


Assuntos
Neoplasias do Ânus/diagnóstico , Biópsia/métodos , Endoscopia/métodos , Infecções por HIV/complicações , Preceptoria/métodos , /diagnóstico , Adulto , Humanos , Curva de Aprendizado , Masculino , Pessoa de Meia-Idade , Estudos Prospectivos , Estudos Retrospectivos , Espanha , Fatores de Tempo
19.
Nurse Educ Pract ; 34: 210-217, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30744881

RESUMO

The aim of this study was to describe the perceptions of nurse preceptors of nursing students and new graduate nurses with learning disabilities in clinical settings. Learning disabilities pose potential challenges in nursing education, especially in clinical settings when working with preceptors. Preceptors (N = 166) who attended a state-wide preceptor workshop responded to an electronic survey that assessed their perceptions. Four concepts were explored: preceptor perceived level of preparedness; preceptor perceived confidence in implementation of their role; preceptor beliefs regarding the potential of learners with learning disabilities; and preceptor agreement with provision of accommodations for learners with learning disabilities. Preceptors felt unprepared and lacked confidence in their ability to implement their role as preceptor for those with learning disabilities. Those who had exposure to learning disabilities reported feeling more prepared, however they had expectations for the learner to work hard, have strategies and accommodations in place, ask for help when needed, and take responsibility for their learning. Preceptors reported they are willing to precept nurses with learning disabilities, and they expect support for those with learning disabilities. Educational modules and support to increase preceptor preparedness and confidence should be incorporated into preceptor training.


Assuntos
/complicações , Mentores/psicologia , Percepção , Preceptoria/normas , Estudantes de Enfermagem , Adulto , Idoso , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Preceptoria/métodos , Inquéritos e Questionários
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