Şeyda ÖZBIÇAKÇI, Hatice ŞEN, Şeyda İNTEPELER SEREN, Havva YÜRÜMEZOĞLU ARSLAN, Gülseren KOCAMAN

İşe Yeni Başlayan Hemşirelerin Uyumlarını Kolaylaştırmak İçin Hazırlanan Bir Rehber Hemşire Eğitim Programı Örneği

Bu makalede, rehber hemşirelerin, işe yeni başlayan hemşirelerin klinik eğitimi için gerekli olan rehberlik becerilerini güçlendirmek üzere ger- çekleştirilen; alınan geribildirimlere ve rehber hemşirelerin yaşadıkları güçlüklere göre yapılandırılan bir eğitim programı örneği sunulmuştur. Rehber hemşire eğitim programı: Yazarlar tarafından oluşturulan Rehber Hemşire Eğitim Programı na (RHEP), bir Üniversite Hastanesinde çalışan ve halen rehberlik yapan ya da rehber adayı olan hemşireler katılmıştır. RHEP, altı grup ve toplam 199 hemşire ile 2007-2009 yıllarında yürütülmüştür. Eğitim programları sekizer saat olarak düzenlenmiş ve yetişkin eğitim ilkelerine uygun şekilde gerçekleştirilmiştir. Eğitim programının yararı ve etkinliği beş dereceli likert tipi sorularla ölçülmüş ve eğitimin olumlu/olumsuz yanları iki açık uçlu soru ile de- ğerlendirilmiştir. Ayrıca, rehber hemşirelerin yaşadıkları güçlükler ve çözüm önerileri grup çalışması ile saptanmıştır. Programın değerlendirilmesi: Rehber eğitimine katılan hemşireler, aldıkları eğitim programının yararı ve etkinliğini beş üzerinden 4.5 puan ve üstünde değerlendirmişlerdir. Hemşireler, eğitimin, kendi rehberlik becerilerini değerlendirmelerine yardımcı olduğunu, yaşanan güçlüklere çözüm üretilmesi ve rehber hemşirenin öneminin vurgulanmasını, eğitim içerik ve yöntemlerini olumlu değerlendirmişlerdir. Rehberlerin en önemli sorunları, hemşirelerin işten ayrılma oranlarının fazla olması nedeniyle, sürekli olarak yeni mezunlara rehberlik yapmanın getirdiği yorgunluk ve tükenmedir. Katılımcılar, eğitim süresinin daha uzun olmasını ve tekrarlanmasını önermişlerdir. Sonuç: Ülkemizde rehber hemşire eğitim programlarının kurumsallaşmamış olması nedeniyle; konuyla ilgili deneyimlerin paylaşılması, rehber eğitiminin yaygınlaştırılmasına ve hazırlanacak eğitim programlarının zenginleştirilmesine katkı sağlayacaktır. Eğitime katılan rehber ve rehber adaylarının, yüksek düzeyde memnun oldukları ve eğitimden yararlandıklarını belirtmeleri, eğitim programının işe yeni başlayan hemşirelerin uyum süreçlerinin iyileştirilmesine de katkı sağlayacağını düşündürmüştür. Okul-hastane işbirlikli rehber eğitimi programları- nın yaygınlaştırılması ve rehber eğitiminin yeni hemşirelerin uyum sü- recini kolaylaştırmasına etkisinin araştırılması önerilmiştir.

An Example of a Preceptor Nursing Education Program for Novice Nurses

Objective: In this article an exemplary education program for preceptor and novice nurses is presented in order to improve guidance skills which are essential for clinical training. This training program has been structured based on feedback and difficulties experienced by the preceptor nurses. Preceptor Education Program: Preceptor nurses or candidates working in a university hospital attended the Preceptor Nurse Education Program (PNEP) created by the authors. PNEP, formed with a total of 199 nurses in 6 groups, was executed from 2007 to 2009. The education program was organized and conducted over eight hours accordance with the principles of adult education. The benefits and effectiveness of the training program were measured by five Likertscale type items and two open-ended questions. In addition, any difficulties faced by the preceptors and solutions to those problems were discussed in groups. Evaluation of Education Program: The participants gave over five scores of 4.5 and above for the effectiveness of the education program. Nurses positively evaluated the training content and methods of the program on the grounds that it helped assess their guidance skills, produce effective solutions to precepting problems, and highlight the importance of precepting. Preceptors stated that the major problems were due to high turnover rate, and continuous precepting to new graduates made them experience fatigue and exhaustion. Participants proposed that the program should be repeated from time to time and also be lengthened. Conclusion: Because PNEP programs are non-institutionalized, sharing this experience in Turkey is important to disseminate such programs and prepare others for success. Participants were highly satisfied with the program and new nurses added that it will improve their work during the adaptation period. The dissemination of schoolhospital collaborative education programs and the investigation into the benefits of facilitating during the adaptation period of novice nurses were proposed.

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