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

助产（劳动行为）实践指导下，我们的临床助产课程两年，产生这样的教育成果如下：1。相互理解使连续和一致的指示，根据个性化;2。根据学生的不同发展阶段进行规范化的指导;四、在学习过程中，可充分利用对受试者和护理活动的共同理解，以及不断的回顾和评估;能在自信、轻松的心情下进行实训，无高血压;他们可从中了解助产士的特质，包括判断力、技术、人性、责任感及助产士的观点等;及教师反过来也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，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，甚至只突出导师与学生之间的关系，而忽略了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契合度。确定Mentor系统的指导周期和员工的相关工作班次，研究Mentor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.