在不同学期的临床实践中,在使用基于慈善关怀观点的概念学习模型时,本科生护理学生对学习的态度 - - 一项横截面研究
Maria Koldestam1,2,3, Bo Rolander4,5, Anders Broström6,7,8
1Department of Accident and Emergency, Region Jönköping County, Jonkoping, Sweden.
Scandinavian journal of caring sciences
|December 2, 2023
概括
本科护理学生优先考虑自我反思和理解他人进行临床学习,而不是外部支持. 学习成果改善模式 (MILO) 需要支持性的关怀文化才能有效实施.
科学领域:
- 护理教育 护理教育
- 临床实践学习学习学习
- 学生的态度 学生的态度
背景情况:
- 改善学习成果模型 (MILO) 实施,以弥合护理教育中的理论和实践.
- 国际劳工组织整合了解释学和慈善关怀的观点,专注于语境和内在学习的概念.
研究的目的:
- 描述本科护理学生在临床实践中对学习的态度.
- 通过使用MILO框架,在不同学期评估这些态度.
主要方法:
- 采用了一种描述性,比较性,定量性的研究设计.
- 通过问卷收集横截面数据,评估人们对MILO概念和应用的态度.
- 3,4和6学期的209名学生在各种临床环境中参与了这项研究.
主要成果:
- 所有学期的学生都更重视内在概念 (自我特征,反思性方法),而不是背景概念 (同行学习,监督).
- 他们高度重视了解他人的需求和反思性学习.
- 特定的应用程序,如配对监督,在后来的学期中获得较低的评分,一些概念未得到充分利用.
结论:
- 个体学生的特点和慈善关怀的基础对于临床学习至关重要,超过了环境支持.
- 培养学生的独立性至关重要.
- 像MILO这样的学习模式的成功实施取决于强大的慈善关怀文化和教育工作者和学生之间的共同理解.
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