中文摘要：

目的：了解临床导师在导师制临床护理教学模式中有关培训、聘任、质量评价、激励方面的需求,为导师制临床护理教学模式的构建提供依据。方法采用便利抽样法于2016年5—9月选取南方医科大学南方医院具有5年以上带教护理本科生经历的342名临床导师为调查对象,采用自行设计的护理临床导师制中导师需求调查问卷进行调查。结果98.9%的临床导师认为有必要接受导师制相关知识培训；55.3%的临床导师认为接受导师制相关知识培训的合适时间为3-7 d；50.8%的临床导师认为最需要接受导师制相关知识培训的内容为评价学生的方法；79.4%的临床导师认为医院有必要对临床导师制实施活动进行宣传,67.8%临床导师表示医院未组织临床导师制实施的宣传活动,希望参加此类活动,63．1%的临床导师希望医院能够统一组织临床导师制实施的宣传活动。63.7%的临床导师认为导师制最佳的聘任方式为自愿报名后统一进行考核,62.5%的临床导师认为导师制最佳的质量评价方法为护生临床实践能力的评价,79.8%的临床导师认为导师制对导师最有效的激励方式为优先晋升职称。结论在临床导师制运行模式的构建和实施中,应重视临床导师的需求,以充分发挥导师的作用,提高护理本科生临床实践能力的培养质量。

英文摘要：

Objective To know the demand situation of mentor training, appointment, quality evaluation, and incentive of clinical mentorship in the clinical nursing teaching mode of preceptorship, so as to provide references for the construction of preceptorship. Methods Convenience sampling method was employed to select 342 clinical tutors with more than five years′ teaching experience from Nanfang Hospital of Southern Medical University from May to September 2016 as the research object. Tutors were investigated by self-designed questionnaire about needs for clinical tutor in the clinical nursing teaching mode of preceptorship. Results About 98. 9% of clinical tutors thought that it is necessary to accept the knowledge training of clinical mentorship, 55.3% of clinical tutors thought that the training time should within 3-7 days, 50. 8% of clinical tutors thought that the contents of the training of clinical mentorship is the method of evaluating the students, 79. 4% of clinical tutors believed that it is necessary to carry out propaganda for the implementation of clinical tutor, 67.8% of clinical tutors said that the hospital did not organize the publicity of the clinical mentorship, and they hoped to participate in such activities, 63.7% of clinical tutors believed that the appointment of mentorship is voluntary enrollment, 62. 5% of clinical tutors thought that the best quality evaluation method of clinical mentorship system was evaluation of clinical practice ability, 79.8% of nurses believed that the incentive of the clinical mentorship is priority for the promotion of professional title. Conclusions In the construction and implementation of clinical mentorship, we should pay more attention to the needs of clinical tutors, in order to give full play to the role of tutor, and improve the quality of clinical practice ability of nursing undergraduates.