| Summary: | 碩士 === 美和科技大學 === 護理系健康照護碩士班 === 107 === Background and purpose: In order to promote the adaptability and retention rate for new nurses, certain senior nurses are selected and trained as a nurse preceptor. They are responsible for teaching and training new nurses and student nurses. Nurse preceptors play as a care provider and new nurses trainer simultaneously. Multiple roles increase nurse preceptors’ workload and cause high turnover rates. The stressors and coping strategies are key factors for the teaching quality and nurse retention rates. Thus the purpose of this study was to explore the nurse preceptors’ clinical teaching stressors and coping strategies.
Method: The qualitative descriptive research design was used to collect and analysis data. Eight nurse preceptors participated this study. They were senior nurses with various length of working experience and from different units in a district teaching hospital, southern Taiwan. The data collection was from June to August, 2018. Each of them had a 50-60 minutes face-to-face interview.
Result: According to the participants’ experience, they experienced four teaching stressors: 1. The reasons for taking on the role of nurse preceptor, including inner and outer individual factors; 2. Increasing the workloads, including increasing clinical work contents, filling out documents, delaying off and taking on multiple roles; 3. the learners’ individual factors, including their performance, the responses from the peers and the resignation rates for learners； 4. Participants’ individual factors, including lacking sufficient professional care capability and teaching capability. When facing stress, nurse preceptors employed positive and negative coping strategies. Positive strategies included reducing workload, smoothing learners’ pressure and adjusting themselves. Negative strategies were primarily flight away. The persons having the characteristics of caring, patient and having high willingness to pay were important factors related to their coping strategies.
Recommendation: The personalities and strong self-willingness should be included as one element of selecting, recruiting and training preceptor candidates. The teaching abilities should be nurtured from school education. Training courses should be emphasized on applications of clinical teaching skills. To increase the efficiency of education, building an excellent learning environment and lowering nurse-patient ratio were proposed. To boost up the preceptors’physical and mental health, the medical institutes were suggested to arrange recreational activities or leisure groups. To choose appropriate candidates, the future research was set forth to develop a tool to screen clinical preceptors.
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