准备医学和护理学生进行专业间反对话
Claudia Tielemans1, Renske de Kleijn2, Emy van der Valk-Bouman3
1Education Centre, Unit of Medical Education, of the University Medical Centre Utrecht, Utrecht, NL.
医疗学生旨在提高反能力,但为启动对话设定了不具体的目标. 解决实践障碍是有效的专业间反培训的关键.
科学领域:
- 医疗保健教育卫生保健教育
- 医学培训 医学培训 医学培训
- 护理教育的教育.
背景情况:
- 对于开发专业间反培训计划的指导是有限的.
- 韦斯特维尔德框架为专业间反对话提供了原则.
- 这项研究解决了结构化的专业间反教育的需要.
研究的目的:
- 开发和实施护理和医学学生的专业间反干预.
- 描述基于 Westerveld 框架的干预.
- 分析学生自我报告的目标和学习成果,以告知未来的培训.
主要方法:
- 使用Westerveld框架开发了一个专业间反干预措施.
- 干预包括研讨会和为第四年护理和第五年医学学生设定目标的任务.
- 学生目标 (n=288) 被编码,重点小组 (n=11) 探索了目标设定过程.
主要成果:
- 学生的目标是提高反的可操作性,但为启动对话设定了不具体的目标.
- 目标设定受到 Westerveld 框架,先前经验,期望和个人特征的影响.
- 在所需的反可操作性和对话启动目标的具体性之间存在对比.
结论:
- 克服启动反对话的障碍对于发展其他反对话技能至关重要.
- 工作场所目标冲突可能会阻碍特定反对话目标的设定.
- 建议在专业间反对话教育中明确讨论挑战和冲突.
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