师生在双导师制护理硕士专业学位教育中体验的质性研究 [中文引用][英文引用]

目的  探讨全日制护理硕士专业学位研究生及导师对双导师制的真实体验。方法  采用描述性现象学研究方法，以目的性抽样法选取 2023 年 7 月至 9 月广东省某高校 18 名护理硕士专业学位研究生、5 名硕士主导师及 4 名硕士副导师进行半结构化访谈，采用 Colaizzi 7 步法进行分析资料，总结并提炼主题。结果  共提炼出 3 个主题和 11 个亚主题：双导师制的合作模式（师生对双导师制的认知存在差异、副导师的遴选与匹配机制、主导师与副导师分工合作、学生需求导向的个性化培养策略、副导师按需指导学生、各角色间的沟通程度依赖于学生的主动性）；双导师制的优势（多元化指导与资源整合、理论与实践的协同支持）和师生对双导师制的期许（优化制度设计与强化职责落实、完善副导师的支持体系、优化师生 3 方沟通机制）。结论  在护理研究生教育中双导师制的职责可更清晰、协作有待加强，建议加强师生 3 方沟通，推动双导师制的发展。

Objective To explore the experiences of master degree nursing students and their supervisors under the dualsupervisor system. Methods A phenomenological research was adopted in this study eighteen master degree nursing students, five principle supervisors and four assistant supervisors from our university were selected through purposive sampling for semi-structured interviews between July and September 2023. Data acquired from the interviews was analysed using Colaizzi’s method to summarise and extract the themes. Results Three main themes and eleven sub-themes were extracted, including the collaborative framework of the dual-mentor system（discrepancies in the perception of the dual-mentor system between faculty and students, the selection and matching process for associate mentors, the division of responsibilities and collaborative dynamics between primary and associate mentors, student-centered personalized training strategies, context-specific guidance provided by associate mentors, and the extent to which inter-role communication relies on student initiative）, the benefits of the dual-mentor system（encompassing diversified academic and professional guidance, as well as integrated theoretical and practical support）and the expectations held by faculty and students regarding the dualmentor system（refining institutional design and reinforcing accountability, enhancing the support infrastructure for associate mentors, and improving the tripartite communication mechanism among faculty, students, and associate mentors）. Conclusion In nursing postgraduate education, the roles and responsibilities within the dual-mentor system can be more clearly delineated, and inter-mentor collaboration should be further strengthened. It is recommended to enhance tripartite communication among faculty, students, and associate mentors to foster the effective implementation and development of the dual-mentor system.