| Popis: |
Sammendrag Artikkelen beskriver erfaringer fra et utviklingsprosjekt der sykepleierstudenter i sykehjemspraksis i siste studiear samarbeidet i tospann, veiledet og ga hverandre tilbakemeldinger daglig. Studentene hadde hele pleiepersonalet, studentansvarlig sykepleier og hogskolelaerer som stotte i veiledningen. Veiledningsmodellen er et alternativ til en tradisjonell kontaktsykepleiermodell, som kjennetegnes som en mester-svenn-modell. I studien av utproving av tospannmodellen ble det brukt sporreskjema til studentene og gruppeintervju med de ansatte. Resultatene viser at studentene utviklet trygghet og samarbeidskompetanse, de ble selvstendige og tok ansvar. A samarbeide i tospann ble en utfordring for studentpar med ulikt kunnskapsniva nar de ikke kom overens eller hadde ulikt engasjement. Dette innebar at den ene studenten i tospannet «ga mye av seg selv» og opplevde a fa«lite tilbake». Studentansvarlig sykepleier hadde en viktig rolle som kontaktperson mellom studentene og pleierne og bidro til kontinuitet i vurderingssamtalene. Veiledning av studenter bevisstgjorde pleiernes yrkesutovelse. De fikk frigjort tid nar studentene utforte pasientoppgaver. Abstract The article describes the experiences of a development project where nursing students in nursing practice during their last year of study worked in tandem, guided and gave each other feedback every day. The students were supported by the entire nursing staff, a student responsible nurse, and a university teacher. This guidance model is an alternative to the traditional «contact nurse model» which basically is a master-apprentice model. In the study of the experiences with the new model, we used questionnaires to gather information from the students, and group interviews to get data from the nurses. The results show that the students improved confidence and cooperation skills, they became more independent and took increasingly responsibility. Working in tandem was a challenge for student pairs with different knowledge level, when they did not get along, or had different commitments. This meant that one of the students in the duo had to «give a lot herself» and got «little in return». The student responsible nurse had an important role as a contact person between students and nurses, and contributed continuity in student's assessment. The supervision of students made the nurses more aware of their profession role. In addition they got some spare time when the students were working by themselves. (Published: 18 October 2013) Citation: Uniped 2013, 36 : 22725 - http://dx.doi.org/10.3402/uniped.v36i3.22725 |
