Slaugytojų profesinis rengimas : praktinio mokymo(-si) aspektai

LTStraipsnyje nagrinėjami įvairių istorinių laikotarpių slaugytojų profesinio rengimo modeliai, didelis dėmesys skiriamas praktiniam slaugos studentų mokymui, pateikiami empiriniai duomenys apie praktinio slaugytojų mokymo aplinką rengiant slaugytojus pagal naujausias slaugos programas. Rezultatyvus slaugos studentų praktinių gebėjimų vystymas, stipri studento motyvacija gilintis į profesinės veiklos subtilybes ir sėkminga jo profesinė socializacija įmanoma sukūrus palankią praktinio mokymo(-si) aplinką. Apklausos rezultatai patvirtino gerėjančias slaugos studentų praktinio mokymo(-si) sąlygas ir besikeičiantį slaugytojų praktikų bei jų vadovų požiūrį į dirbantį studentą ligoninėje. Slaugytojai, kurie tampa praktikos mokytojais, kasdieniame darbe geba geriau jungti teoriją su praktiką, didina savo edukologines, psichologines, vadybines kompetencijas. Remiantis rezultatais, išryškėjo šios slaugytojų praktinio mokymo(-si) problemos: individualus vadovavimas praktiniam slaugos studento mokymui(-si) neretai pakeičiamas grupiniu; studento, teorijos mokytojo, praktikos vadovo (tutoriaus) ir praktikos mokytojo (mentoriaus) ryšys neužtikrintas, daugiašalis bendradarbiavimas nuolat nevyksta, jam beveik nenaudojamos informacinės technologijos. Universitete įgyvendinami podiplominiai slaugos praktikos mokytojų rengimo kursai padės tinkamai vykdyti profesinį studentų mokymo įsipareigojimą. [Iš leidinio]Reikšminiai žodžiai: Slauga; Slaugos studentas; Slaugos praktikos mokytojas (mentorius); Slaugos praktikos vadovas (tutorius); Mokymo aplinka; Praktinis mokymas(-is); Nursing; Student nurse; Mentor; Tutor; Learning environment; Clinical teaching/learning.

ENNowadays professional nursing practice emphasizes interdependence and collegial relationships between schools of nursing and clinical practice settings. Before that, nurses experienced different models of professional education during various historical periods. This study aim- evaluate the clinical training dimension in professional nurses’ education. Mentorship is based on multiple relationships. Permanent contacts with a teacher of theory, instructor of practical training (tutor) and teacher of practical training (mentor) are essential for a student during his/her learning in a clinical environment. The project EmpNURS (Empowering of Professionalization of Nurses through Mentorship 2010-2013) is aimed at benefiting nurse educators, students and qualified nurses by experiencing a model of learning that can support their empowerment to change their own practice and pro-mote the importance of nursing as a profession. Student nurses (168) participated in the study. The results of the study revealed that, in many cases, learning in clinical placement is separated from theoretical lectures; half of the students had no contact with their theory teacher or clinical instructor until they were in clinical placement. Almost half of the study sample experienced individual supervision when they had an individual mentor in the hospital. Most of the students were mentored and assessed by ward nurses. According to student nurses, health care personnel in clinical placements have been positive and showed interest in students' learning. 40.5 percent expressed high satisfaction with clinical placements.In conclusion, the main problems in clinical training of nurses revealed from this empirical study are: individual mentorship relations interchange with group supervision, physicians still participate in student nurses'assessment in clinical training, the relationship between students and teachers is not consistent and not based on the nature of multiple relations, information technologies are underused for communication. [From the publication]