<p>Handledning av sjuksköterskestudenter är ett komplext arbete som kräver tid och. Handledare upplever brist på stöttning från kollegor och avdelningschef. Det är önskvärt om kollegor är villiga att ta över en del av patientomvårdnande så att handledare får mer tid för handledning av studenter under verksamhetsförlagd utbildning [Vfu]. Syftet med denna litteraturstudie var att belysa studenthandledning under Vfu där studenters och handledares uppfattningar belyses. Litteraturstudien består av 20 artiklar vilka analyserats utifrån studiens syfte och delats in i två teman utifrån handledares och studenters uppfattningar. Resultatet visar att det är tidsbrist som gör att handledare inte känner sig tillräckliga i student- och handledarrelationen. Studenter upplever att den viktigaste faktorn för en bra Vfu är att bli bemötta på ett respektfullt och trevligt sätt av både handledare och kollegor och att studenter blir en del av arbetsteamet och arbetet som utförs på avdelningen. Resultatet visar vidare att det är viktigt att studenter är medvetna om sitt egenansvar för att utvecklas och uppnå sina mål. Detta kräver att studenter vågar ta ett eget ansvar samtidigt som de vet sina begränsningar och när det är tid att stiga åt sidan. Slutsatsen är att handledare behöver få mer tid för planering, samt mer utbildning i studenthandledning. För att åstadkomma detta krävs det att kollegor och avdelningschefer är villiga att ta över en del av arbetsbördan samt vara medvetna om hur tidskrävande handledning är. Implikationen av denna litteraturstudie är att utbildningskvaliten kan höjas om utbildningen i handledning av sjuksköterskestudenter förbättras, samt sponsrar mer forskning kring samarbetet mellan handledare och lärosäten.</p> / <p>Precepting nursing students is a complex assignment which is time consuming and requires planning. Preceptors experience lack of support from co-workers and their manager. Ideally the preceptor’s regular work assignments should be reprioritized enabling the preceptor to allocate more time for student supervision. The purpose of this literature review is to highlight student preceptorship during clinical placement and explore the students’ and preceptor’s opinions of each others roles during the clinical placement period. The review is build upon 20 articles that have been analyzed with the help of different themes comprising of supervisor and student relationship. The study concludes that lack of the adequate time is the main reason why preceptors experience their student supervision insufficient. The students express that most important factor for a valuable clinical placement is that they are met with respect and an inviting tone from both the preceptor and the co-workers. It was also found important that the students must be aware of their personal responsibility, understand their limitations and understands when to step back and let someone with more experience take over. The conclusion is that preceptors need more allocated time to supervise the students during, as well as training in student supervision. To make the preceptors workload balanced, their co-workers and manager must help them decrease their regular work assignments. The co-workers and manager also needs to understand how time consuming precepting students during clinical placement can be. The implication of this review is that the quality of the nursing training can get better if we improve training in precepting of nursing students, and sponsors more research around collaboration between the preceptors and the university.</p>

<p>Handledning av sjuksköterskestuderande är ett område som berör alla kliniskt arbetande sjuksköterskor. Det är ett område som tidigare mest varit en självklar del av sjuksköterskans arbetsuppgifter, men som inte varit direkt synligt. Syftet med denna studie var att undersöka vilka förutsättningar sjuksköterskor upplever att de behöver för att handleda studenter vid verksamhetsförlagd utbildning (VFU).</p><p>Metoden bygger på en systematisk litteraturstudie med 11 vetenskapliga artiklar som kritiskt granskats och analyserats.</p><p>Studien identifierade tre huvudkategorier som var förutsättningar för sjuksköterskor vid handledning av studenter. Dessa handlar om:</p><ul><li>samverkan</li><li>kunskap och kompetens</li><li>organisatoriska förutsättningar och resursbehov</li></ul><p>Till dessa kategorier framkommer ett antal subkategorier som handlar om att det krävs samverkan mellan universitet, VFU-plats, handledare och student. Utbildning och förberedelse av handledare är nödvändigt för att öka kunskapen om metoder vid handledning. Vidare är handledarens motivation och intresse för handledning viktigt. För att bra handledning skall kunna genomföras måste sjuksköterskan utbildas, få kunskaper om handledningsstrategier, få stöd och tid för reflektion samt feedback och belöningar. Sjuksköterskans arbetsbelastning måste anpassas för att handledningen av studenter ska få den tid som behövs.</p> / <p><em>Nurses conditions when preceptoring students</em></p><p>Preceptoring student-nurses is a field that concerns all clinical registered nurses. This field has been an obvious task for nurses but not been visible and acknowledged. The aim of this study is to explore what conditions nurses percept they need to precept student in clinical settings.</p><p>Method used is a systematic literature study where 11 scientific articles been critically reviewed and analysed.</p><p>The study identified three main categories to be important conditions for nurses when preceptoring students. They are about:</p><ul><li>cooperation</li><li>knowledge and competence</li><li>organizational conditions and resource requirement </li></ul><p>To these categories occur a number of sub-categories. They deal with the need of cooperation between university, clinical setting, preceptor and student. Education and preparation of the preceptor is necessary to increase the knowledge of methods when preceptoring. The preceptors' motivation and level of interest in preceptoring is important. To obtain a good quality on preceptorship- the nurse need to be educated, get knowledge about preceptor strategies, get support and time for reflection. They also need feedback and rewards. The workload for the nurse need to be adjusted when preceptoring students so it can take the time needed.</p>

<p><strong>AIM</strong>: To investigate  newly graduated nurses opinions on their introduction and preceptorship at Akademiska Sjukhuset in Uppsala. <strong>METHOD</strong>: A descriptive cross-sectional study using qualitative and quantitative evaluations. Data was collected by a questionnaire containing open and closed questions. Totally 42 participants took part in the study. Data analysis was obtained using descriptive statistics, thematic analysis and content analysis. <strong>RESULT</strong>: A majority considered the orientation of premises received as adequate and of significance for the adaption to their profession. A competent, dedicated, calm and pedagogical preceptor resulted in increased motivation, sense of security and learning as well as self-confidence. A stressed, unavailable, unconcerned or passive preceptor had the result that the introduction was unsatisfactory and that stress could intervene with the own way of working. Access to a mentor was considered to have a rather large significance for professional development. A majority considered that they were sufficiently or reasonably prepared for their profession after completion of their introduction. Good atmosphere, supportive co-workers, independency and clear ward-routines were considered as positive elements for professional development. Element as stress, lack of time and structure and were listed as negative. The participants requested clearer ward-routines, increased continuity and longer introduction.  <strong>CONCLUSION</strong>: Several elements and qualities in the preceptor was shown to be of positive or negative significance. Suggestions for improvement of preceptorship and introduction at Akademiska sjukhuset, is to make use of and to integrate with the work of the wards. Further  research in Sweden is necessary.</p>

Handledning av sjuksköterskestudenter är ett komplext arbete som kräver tid och. Handledare upplever brist på stöttning från kollegor och avdelningschef. Det är önskvärt om kollegor är villiga att ta över en del av patientomvårdnande så att handledare får mer tid för handledning av studenter under verksamhetsförlagd utbildning [Vfu]. Syftet med denna litteraturstudie var att belysa studenthandledning under Vfu där studenters och handledares uppfattningar belyses. Litteraturstudien består av 20 artiklar vilka analyserats utifrån studiens syfte och delats in i två teman utifrån handledares och studenters uppfattningar. Resultatet visar att det är tidsbrist som gör att handledare inte känner sig tillräckliga i student- och handledarrelationen. Studenter upplever att den viktigaste faktorn för en bra Vfu är att bli bemötta på ett respektfullt och trevligt sätt av både handledare och kollegor och att studenter blir en del av arbetsteamet och arbetet som utförs på avdelningen. Resultatet visar vidare att det är viktigt att studenter är medvetna om sitt egenansvar för att utvecklas och uppnå sina mål. Detta kräver att studenter vågar ta ett eget ansvar samtidigt som de vet sina begränsningar och när det är tid att stiga åt sidan. Slutsatsen är att handledare behöver få mer tid för planering, samt mer utbildning i studenthandledning. För att åstadkomma detta krävs det att kollegor och avdelningschefer är villiga att ta över en del av arbetsbördan samt vara medvetna om hur tidskrävande handledning är. Implikationen av denna litteraturstudie är att utbildningskvaliten kan höjas om utbildningen i handledning av sjuksköterskestudenter förbättras, samt sponsrar mer forskning kring samarbetet mellan handledare och lärosäten. / Precepting nursing students is a complex assignment which is time consuming and requires planning. Preceptors experience lack of support from co-workers and their manager. Ideally the preceptor’s regular work assignments should be reprioritized enabling the preceptor to allocate more time for student supervision. The purpose of this literature review is to highlight student preceptorship during clinical placement and explore the students’ and preceptor’s opinions of each others roles during the clinical placement period. The review is build upon 20 articles that have been analyzed with the help of different themes comprising of supervisor and student relationship. The study concludes that lack of the adequate time is the main reason why preceptors experience their student supervision insufficient. The students express that most important factor for a valuable clinical placement is that they are met with respect and an inviting tone from both the preceptor and the co-workers. It was also found important that the students must be aware of their personal responsibility, understand their limitations and understands when to step back and let someone with more experience take over. The conclusion is that preceptors need more allocated time to supervise the students during, as well as training in student supervision. To make the preceptors workload balanced, their co-workers and manager must help them decrease their regular work assignments. The co-workers and manager also needs to understand how time consuming precepting students during clinical placement can be. The implication of this review is that the quality of the nursing training can get better if we improve training in precepting of nursing students, and sponsors more research around collaboration between the preceptors and the university.

AIM: To investigate  newly graduated nurses opinions on their introduction and preceptorship at Akademiska Sjukhuset in Uppsala. METHOD: A descriptive cross-sectional study using qualitative and quantitative evaluations. Data was collected by a questionnaire containing open and closed questions. Totally 42 participants took part in the study. Data analysis was obtained using descriptive statistics, thematic analysis and content analysis. RESULT: A majority considered the orientation of premises received as adequate and of significance for the adaption to their profession. A competent, dedicated, calm and pedagogical preceptor resulted in increased motivation, sense of security and learning as well as self-confidence. A stressed, unavailable, unconcerned or passive preceptor had the result that the introduction was unsatisfactory and that stress could intervene with the own way of working. Access to a mentor was considered to have a rather large significance for professional development. A majority considered that they were sufficiently or reasonably prepared for their profession after completion of their introduction. Good atmosphere, supportive co-workers, independency and clear ward-routines were considered as positive elements for professional development. Element as stress, lack of time and structure and were listed as negative. The participants requested clearer ward-routines, increased continuity and longer introduction.  CONCLUSION: Several elements and qualities in the preceptor was shown to be of positive or negative significance. Suggestions for improvement of preceptorship and introduction at Akademiska sjukhuset, is to make use of and to integrate with the work of the wards. Further  research in Sweden is necessary.

Bakgrund: Sjuksköterskestudenter kan känna sig sårbara i början av sin verksamhetsförlagda utbildning (VFU) och kan påverkas både positivt och negativt av bemötandet från både handledare och övrig personalgrupp. Syfte: Att undersöka sjuksköterskestudenters upplevelser av bemötande från handledare och övrig personalgrupp och hur detta påverkar förmågan att utföra omvårdnad, samt studenternas upplevelse av studentrollen. Metod: Kvalitativ forskningsdesign med fem semistrukturerade intervjuer. Resultat: Resultatet delades in i tre huvudkategorier: Bemötande från handledare; Bemötande från övrig personalgrupp och Studentroll. Ett bra bemötande karaktäriserades av vänlighet, involvering i arbetet och förmedlande av trygghet. Ett dåligt bemötande kunde bestå av försummelse, att känna sig i vägen och dålig struktur. Studenterna hade haft skiftande roller under VFU och samtliga hade positiva aspekter. Studenterna upplevde att de hade utvecklats i sin förmåga att utföra omvårdnad. Slutsats: Studien påvisar att det är viktigt för studenter hur de blir bemötta på sin VFU, och vilken roll de får på arbetsplatsen. Den visar även att det är betydelsefullt att samtliga ur personalgruppen visar studenten ett bra bemötande. En undersköterskeroll kan vara utvecklande för sjuksköterskestudenter i termin två. Det förekommer dock negativa aspekter i bemötande från handledare och personalgrupp, vilket tyder på att studentens roll på VFU bör förtydligas. / Background: Nursing students may feel vulnerable in the beginning of a clinical practice placement. The relationship and interaction with their preceptors and other staff members can have a positive as well as a negative effect on the nursing student. Aim: To investigate nursing students’ experiences of the relationship and interaction with their preceptors and other staff members and the influence these factors have on their ability to perform nursing care, and also how the students experienced the student role. Method: Qualitative design with five semi-structured interviews. Result: The result was divided into three main categories: Relationship and interaction from preceptors; Relationship and interaction from other staff members and Student role. A good relationship and interaction was characterised by kindness, involvement in tasks and a sensation of safety. A bad relationship and interaction would consist of neglect, the sensation of being in the way and a bad structure. The students had a variety of roles that emerged during their clinical practice which all had positive aspects on their ability to perform nursing care. Conclusion: The study presented how important the relationship and interaction with the preceptors and other staff members are for nursing students during their clinical practice placement. As important is the role the student acquires. The study presents the importance of a good relationship with all staff members. A health care assistant role can be of value for nursing students during their first clinical practice placement. Certain negative aspects emerged indicating that clarifying information about the student role during clinical practice placement is needed.

Handledning av sjuksköterskestuderande är ett område som berör alla kliniskt arbetande sjuksköterskor. Det är ett område som tidigare mest varit en självklar del av sjuksköterskans arbetsuppgifter, men som inte varit direkt synligt. Syftet med denna studie var att undersöka vilka förutsättningar sjuksköterskor upplever att de behöver för att handleda studenter vid verksamhetsförlagd utbildning (VFU). Metoden bygger på en systematisk litteraturstudie med 11 vetenskapliga artiklar som kritiskt granskats och analyserats. Studien identifierade tre huvudkategorier som var förutsättningar för sjuksköterskor vid handledning av studenter. Dessa handlar om: samverkan kunskap och kompetens organisatoriska förutsättningar och resursbehov Till dessa kategorier framkommer ett antal subkategorier som handlar om att det krävs samverkan mellan universitet, VFU-plats, handledare och student. Utbildning och förberedelse av handledare är nödvändigt för att öka kunskapen om metoder vid handledning. Vidare är handledarens motivation och intresse för handledning viktigt. För att bra handledning skall kunna genomföras måste sjuksköterskan utbildas, få kunskaper om handledningsstrategier, få stöd och tid för reflektion samt feedback och belöningar. Sjuksköterskans arbetsbelastning måste anpassas för att handledningen av studenter ska få den tid som behövs. / Nurses conditions when preceptoring students Preceptoring student-nurses is a field that concerns all clinical registered nurses. This field has been an obvious task for nurses but not been visible and acknowledged. The aim of this study is to explore what conditions nurses percept they need to precept student in clinical settings. Method used is a systematic literature study where 11 scientific articles been critically reviewed and analysed. The study identified three main categories to be important conditions for nurses when preceptoring students. They are about: cooperation knowledge and competence organizational conditions and resource requirement To these categories occur a number of sub-categories. They deal with the need of cooperation between university, clinical setting, preceptor and student. Education and preparation of the preceptor is necessary to increase the knowledge of methods when preceptoring. The preceptors' motivation and level of interest in preceptoring is important. To obtain a good quality on preceptorship- the nurse need to be educated, get knowledge about preceptor strategies, get support and time for reflection. They also need feedback and rewards. The workload for the nurse need to be adjusted when preceptoring students so it can take the time needed.

Clinical Instructors’ Perceptions of Effective Student Behavioral Characteristics Among Respiratory Therapy Students in the State of Georgia By Yousef Aldabayan (Under the Direction of Dr. Lynda T. Goodfellow) ABSTRACT Background: Student behavioral characteristics are perceived to be crucial factors in developing and nurturing desirable qualities of future professionals. Similar to how respiratory therapy (RT) clinical instructors (CIs) are expected to possess great teaching skills, it is significant to determine the effective student behavioral characteristics among RT students in order to identify what motivates them and what qualities influence their clinical success in relation to the perceptions of RT CIs. PURPOSE: The aim of this study was to identify and acknowledge the effective behavioral characteristics of RT students based on what the RT CIs in the State of Georgia perceive to be most and least important. METHODS: A descriptive survey was used to collect data. The survey was modified and later emailed to all RT CIs and registered proactive members of the American Association for Respiratory Care (AARC), according to their website. The descriptive survey was composed of four main domains, including professional competence, relationship with the CI, personal attributes, and the perceptions of CIs and its role in their motivation to teach. Forty-one behavioral characteristics were revealed on a five-point Likert scale based on importance. RESULTS: One hundred eighty-four responses were received out of the eight hundred surveys emailed to the CIs, with a response rate of 23%. Most of the respondents specified a bachelor degree as their highest degree. From the list of student behavioral characteristics, “Show genuine interest in patients and their care” in clinical was perceived as the most important student behavioral characteristic (M 4.67, S.D ± .57). However, the RT students’ need to “be honest and direct to the CIs” was determined to be the most important behavioral characteristic (M 4.40, S.D ±0.70). In addition, to “demonstrate effective communications skills” was determined as the most important characteristic in the personal attributes domain (M 4.5, S.D ±0.56). Lastly, the “CIs stay motivated to teach and assist students when faced with acceptable student behaviors” was the most important domain of CIs’ perceptions of student behavioral characteristic that motivates them to teach, (M 4.38, S.D ±0.67). CONCLUSION: RT CIs from the list of active AARC members agreed that showing genuine interest in patients and their care was the most effective student behavioral characteristic among RT students in the State of Georgia. According to these findings, it is highly suggested that RT clinical students should work hard in improving their behaviors and attitudes toward their CIs to increase their motivation in achieving their goals in clinical learning.

The work herein is the result of research carried out during the course of a Professional Master’s Degree Program in Health Education. It consists of a scientific article and the product of an intervention stemming from the study. Its goal was to assess the preceptorship developed in a public health nutrition internship program at an institution of higher education in the city of Maceio – AL, based on the experiences of faculty members and preceptors engaged in it. It was a qualitative approach research using a case study format. Data were collected through focus group (FG) technique and evaluated using content analysis. Separate FG sessions were carried out for faculty members and preceptors. It was noted in the results: the conceptions of the groups regarding preceptorship are controversial; the education is crippled by the weak participation of nutritionists in primary health care; working conditions in health care settings are precarious; there is poor interaction between educational institutions and health care providers; there is the need to invest in the pedagogical development of those professionals involved in preceptorship programs. The scientific article that ensued from these results discusses the aspects deemed essential for singling out preceptorship for the internship program concerned and to the product of the intervention, whose intention was to create a pedagogical tool that would stimulate critical reflective thought in those involved in health education while simultaneously meeting the demand for novel technologies to be used in professional teaching in that area. Thus, an animation video was created depicting one of the many settings in health care practice. This work led to pleasant gatherings and reflections on preceptorship and the experiences and meanings thereof; it opened windows of possibilities for new research and proclaimed the importance of strengthening classroom-workplace integration toward adequate education and the rendering of good health care services. / Fundação de Amparo a Pesquisa do Estado de Alagoas / O presente trabalho é fruto da pesquisa realizada no decurso do Programa de Mestrado Profissional em Ensino na Saúde. Constitui-se de um artigo científico e de um produto de intervenção originados do estudo. Teve como objetivo compreender a preceptoria desenvolvida em um estágio curricular na área de nutrição em saúde pública, de uma instituição de ensino superior da cidade de Maceió – AL, a partir das vivências de docentes e preceptores a ele vinculados. Foi uma pesquisa de abordagem qualitativa, do tipo estudo de caso. Utilizaram-se as técnicas de grupo focal (GF) para coleta dos dados e a de análise de conteúdo para sua avaliação. Realizaram-se sessões distintas de GF para docentes e preceptores. Nos resultados observou-se: controvérsias entre os grupos quanto à concepção de preceptoria; formação comprometida pela baixa inserção do profissional na Atenção Básica à saúde; precárias condições de funcionamento dos serviços; frágil interação entre as instituições de ensino e de assistência; necessidade de investimento no desenvolvimento pedagógico dos profissionais envolvidos com a preceptoria. A partir dos resultados construiu-se o artigo científico, discutindo os aspectos considerados essenciais para singularizar a preceptoria do estágio em questão e o produto de intervenção, cuja intencionalidade foi gerar um recurso pedagógico motivador do pensamento crítico-reflexivo dos atores envolvidos na formação em saúde e que ao mesmo tempo atendesse à demanda de ampliação das tecnologias empregadas no ensino profissionalizante da área. Assim, foi criado um vídeo de animação retratando um dos vários cenários de prática na saúde. A realização deste trabalho criou um ambiente agradável de encontros e reflexões a respeito da preceptoria, suas vivências e significados; abriu janelas de possibilidades para novas pesquisas e reafirmou a importância de se fortalecer a integração ensinoserviço em prol da adequada formação e assistência em saúde.

Made available in DSpace on 2018-06-18T13:12:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2015 / Este trabalho tem por objetivo analisar a preceptoria desenvolvida no internato do curso médico da Universidade do Estado do Amazonas (UEA). O desenho da pesquisa foi um estudo descritivo com 28 preceptores da UEA. A coleta de dados deu-se por meio de um questionário com questões fechadas e uma entrevista semiestruturada. A intenção era fazer um levantamento das atividades desenvolvidas na preceptoria; conhecer o preparo dos preceptores, os pontos fortes e os nós críticos da preceptoria na UEA, as sugestões para o aprimoramento da preceptoria, e as qualidades de um bom preceptor. A análise dos dados foi feita por tema. Os resultados quanto às motivações para atuar como preceptor apontados foram o gosto pela docência e a possibilidade de aprimorar a formação médica. Os preceptores percebem sua atuação como uma oportunidade de compartilhar o seu conhecimento com os estudantes. Referem-se à pós-graduação e à prática clínica como espaços importantes de formação. Gostariam, entretanto, de ter um melhor preparo pedagógico para a sua atuação, assim como a possibilidade de aprimorar sua titulação acadêmica. No que se refere às atividades que desenvolvem, foram apontadas as práticas nos diferentes cenários, as discussões teóricas e o estudo de caso. Como nós críticos, destacam a necessidade de melhores cenários de prática, a restrita integração com a equipe de saúde, o desafio de despertar o interesse discente, e a necessidade de maior número de preceptores. Os pontos fortes da preceptoria citados indicam a relação médico paciente e a interação com os alunos. Como sugestões para aperfeiçoar a preceptoria, destacam a adequação dos cenários de prática, a contratação de preceptores, a melhora da qualidade dos estudantes ingressantes, e o oferecimento de possibilidade de atualização. Valorizam como principais competências de um bom preceptor as relativas aos domínios afetivo-moral, relacionais e de aquisição e uso do conhecimento. Os dados possibilitaram a laboração de um relatório técnico, a ser apresentado na instituição no intuito de colaborar para o aperfeiçoamento do curso médico. / The medical internship is the last cycle of medical education and preparation for your preceptor has been much discussed pedagogical practice, although there is scarcity of papers on this activity in undergraduate teaching. The objective of this research is to analyze the preceptorship developed during internship medical students at the University of the State of Amazonas (UEA). The research design was a descriptive study with 28 preceptors at UEA. To collect data, a questionnaire with closed questions and a semi - structured interview seeking to characterize the activities in the preceptorship, the meaning and the preparation of preceptors, strengths and critical nodes of preceptorship in UEA, suggestions for improving the same and were used qualities of a good teacher. Data were analyzed using thematic analysis. The main motivations to act as preceptor were a taste for teaching and the opportunity to enhance medical training. Preceptors perceive their work as an opportunity to share their knowledge with students. Refer to graduate and clinical practice as important areas of training, however would like a better educational preparation for their performance, and enhance possibility of their academic titles. The main activities are the practices in different scenarios, in addition to theoretical discussions and case study. As critics we need to highlight the best practice scenarios, the limited integration with the healthcare team, the challenge pique student interest and need for greater numbers of preceptors. Refer to as strengths preceptorship mainly doctor patient relationship and interaction with students. Present as main suggestions to improve the adequacy of preceptorship practice scenarios, hiring tutors, improve the quality of incoming students and offering upgradeability. Value as key skills of a good preceptor those relating to affective- moral domain , in addition to relational and acquisition and use of knowledge . The data allowed the preparation of a technical report to be submitted by the institution, as to collaborate in the improvement of the medical course.