相互支持,实现独立:对一年级护理学生的协作过程进行叙事分析
Marie Stenberg1, Mariette Bengtsson1, Elisabeth Mangrio1
1Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden.
Nursing inquiry
|February 14, 2024
概括
这项研究探讨了护理学生.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 协作式学习是一种协作式学习.
背景情况:
- 合作是关键的护理技能.
- 需要有效的教育干预措施来培养护理学生的协作能力.
- 了解学生协作过程是设计有针对性的干预措施的关键.
研究的目的:
- 探索一年级本科护理学生的协作过程.
- 为了确定关键阶段和转型在护理学生的合作技能发展.
- 以学生的协作进步为基础,为支架干预措施的设计提供信息.
主要方法:
- 采用了一个叙事调查方法.
- 数据收集包括在技能实验室活动中对87名护理学生进行70小时的观察.
- 与11名学生的焦点小组讨论被转录和分析.
主要成果:
- 合作过程的特点是三个连续的阶段:导航陌生的领土,一起导航应对,并导航到独立.
- 观察到从教师领导的指导转向学生相互依赖和相互学习的转变.
- 这个过程的高潮是学生主导的协助,培养独立和准备护理专业.
结论:
- 护理学生的协作发展遵循一个可预测的轨迹.
- 架构干预应根据合作过程的具体阶段进行调整,与维戈茨基的近距离发展区域保持一致.
- 教育策略必须支持向独立,协作护理实践的过渡.
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