相关卫生专业认证 工作标准 综合学习:一份文件 分析 分析
Merrolee Penman1,2, Jacqueline Raymond2, Annora Kumar3
1Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Bentley, WA 6102, Australia.
概括
医疗保健相关专业对工作综合学习 (WIL) 标准采取了多种方法,影响了学生的教育. 了解这些差异对于有效的课程开发和实践准备至关重要.
科学领域:
- 健康 职业 教育 教育 专业
- 联合健康 (AH)
- 课程开发 课程开发
背景情况:
- 监管机构在相关卫生 (AH) 教育中授权工作综合学习 (WIL).
- 认证标准指导了WIL的要求,但其发展和概念化仍未得到充分探索.
- 这项研究解决了了解WIL如何在AH认证标准中框架的差距.
研究的目的:
- 探索和比较WIL的概念化通过澳大利亚AH职业的教育认证标准.
- 为了确定在AH教育中如何定义和授权WIL的变化和共同点.
主要方法:
- 采用了一个非实验性的,解释性的混合方法设计.
- 对15个澳大利亚 AH 专业的认证标准和相关文件的文档分析.
- 诱导性文本和主题分析用于数据解释.
主要成果:
- 澳大利亚AH职业在其认证标准中如何定义WIL存在显著差异.
- 发现了学生证明WIL能力的共同要求,但数量,评估和监督各不相同.
- 出现了四个主要主题:WIL的课程关系,WIL作为学习过程,从不同的环境中学习和能力发展.
结论:
- 标准的多样性反映了不同专业对WIL的不同概念.
- 如果没有标准化的认证框架,那么就有可能将WIL视为仅仅是理论与实践之间的桥梁.
- 需要进行进一步的研究,以制定在高中教育中获得WIL认证的一致框架.
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