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Mikiko Matsuda,Tomoko Hayashi,Kazumi Imura 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10
Aim(s): To clarify novice nurses (novices)’ and nursing supervisors (supervisors)’ views on the application of skills learned from off-the-job training (Off-JT), situations where supervisors provide support for novices as part of supervision in on-the-job training (OJT), and the details of such support as a basis for effective support for novices to apply the skills they have learned from Off-JT in actual settings. Method(s): The participants were 4 supervisors of a single facility and 3 novices who had been supervised by these supervisors in the same facility. Data were collected through semi-structured interviews. During the interviews, the participants were asked about the skills learned from Off-JT and applied/not applied in actual settings, as well as the supervisory approaches provided in OJT. Data analysis was performed, adopting a qualitative, descriptive method. The study was approved by the Research Ethics Committee of Mie University Graduate School/Faculty of Medicine. Result(s): The category [understanding of manual techniques and procedures] represents the skills learned from Off-JT considered by both the supervisors and novices as applicable in actual settings. In contrast, the category [management of patients according to their responses] represents those considered by both parties as difficult to apply in such settings. In OJT, 3 situations were identified: 〈observation〉, 〈monitoring〉, and 〈reflection〉. Supervisory approaches for 〈observation〉 were summarized into [manual techniques and procedures] etc. Those for 〈monitoring〉 were represented by [pointing out mistakes and giving instructions to novices] and [following up patients]. 〈Reflection〉 was recounted by [reflecting together] etc. Conclusion(s): The identified skills learned from Off-JT and applied/not applied in actual settings suggest that both supervisors and novices define ‘performing the manual techniques and procedures one has learned as they are in actual settings’ as the application of learned skills. On the other hand, they considered that changing and using one’s acquired knowledge according to patients’ responses are also involved.