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波动的凝聚力:一个基于理论研究的护理学生从事组合汇报格式的结合汇报格式
Carol Lynn Senette1, Catherine Dingley2, Jessica Doolen2
1University of Nevada, Las Vegas School of Nursing, 4505 S. Maryland Pkwy, Las Vegas, NV 89154, USA; University of Alaska Anchorage School of Nursing, Health Sciences Building, 3795 Piper St, Anchorage, AK 99508, USA.
在护理教育模拟中添加同行汇报,通过培养心理安全和团队行为,增强了学生的反思和学习. 这种以学习者为中心的方法提高了对教师反的接受度.
科学领域:
- 护理教育 护理教育
- 基于模拟的学习
- 定性研究是指质量研究.
背景情况:
- 汇报对于护理学生在模拟中的反思性发展至关重要.
- 传统的由教练领导的汇报会可能会增加焦虑并限制反思.
- 同行汇报提供了一个以学习者为中心的替代方案,但其社会过程需要进一步研究.
研究的目的:
- 探索社会过程在一个结合的同行和导师领导的汇报格式的护理学生.
- 了解学生的感知和同行互动对反思和学习的影响.
主要方法:
- 使用斯特劳斯的接地理论进行定性研究.
- 焦点小组采访34名高级护理学生.
- 通过不断比较,记忆,理论采样和概念图表进行分析.
主要成果:
- 核心类别:"波动的凝聚力" (航行团结与分离主义).
- 综合类别:发现过程,规范体验,发展互惠,动态平衡,非正式的社会联系.
- 学生掌握了学习的责任,讨论了临床决策,并更容易接受反.
结论:
- 结合同行和教练领导的汇报,可以增强心理安全和团队行为.
- 这种方法可以提高反思性思维和对专家反的接受度.
- 生成的理论为优化以学习者为中心的汇报格式提供了一个框架.
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