On Introduction of Mentorship into Clinical Midwifery Education-focusing on practical labor conducts

在我院临床助产学课程指导下进行了两年的助产（劳动行为）实践，取得了以下教育成果：2.相互理解可以根据个性进行持续一致的指导；2 .根据学生的各个发展阶段进行标准化指导；3 .在学习过程中，可以很好地利用对学科和关爱活动的共同理解，以及不断的复习和评价；他们可以在信任和放松的心情下进行实践训练，没有高血压；他们可以学习到助产士的判断力、技术、人性、责任感和助产士观等特征；and6。反过来，教师可以学习和启发自己。然而，当它们可能难以形成基本的人际关系时，就有必要能够在适当的时候改变组合。另一方面，更深层次的亲密关系往往会产生依赖感，甚至只强调导师和学生之间的关系，而忽略与其他领导和员工的互动。我们发现，未来的一些挑战是分析导师与学生的亲和力。确定导师制度的教学周期和员工的相关工作班次，研究导师的工作量和能力等。

Midwifery(labor conduct) practices under Mentorship for our clinical midwifery course for two years, producing such educational results as follows :1. Mutual understanding enables continual arid consistent instructions in accordance with individualities ;2. Standardized instructions can be given according to each developmental stage of students ;3. Shared understanding of the subjects and care activities, as well as constant review and evaluation, could be made good use of in their learning process ;4. They can do practical trainings in a trustful and relaxed mood without hypertension ;5. They can learn about the traits of an instructor-midwife such as judgement, techniques, humanity, sense of responsibility and view of midwife ; and6. Instructors in turn can study and enlighten themselves. When it might be difficult for them to form basic human relations, however, it would be necessary to be able to change combinations when appropriate. On the other hand, a deeper intimacy tended to give rise to sense of dependency and even to highlight only the relationship between a Mentor and a student, pushing aside the interactions with other leaders and staff.Some of the challenges ahead that we have found are to analyze Mentor-student congeniality. determine the instruction period of the Mentor system and related work shifts for the staff, and study Mentors' work load and aptitude, etc.