在护理学生的临床实习中增强归属感,以促进学习和身份发展
Dian Squire1, Laura Gonzalez2, Colleen Shayan2
1Loyola University Chicago, 1032 West Sheridan Road BVM Hall, Room 1003, Chicago, IL 60660, United States of America.
概括
创造包容性的临床学习环境对于护理学生至关重要. 积极的校园气候促进归属感,增强护理身份发展和临床实习学生的教育成果.
科学领域:
- 护理教育 护理教育
- 高等教育教学的教学.
背景情况:
- 临床实习对于护理教育至关重要,允许学生应用理论,实践技能,并发展专业身份.
- 学生在临床环境中的归属性与改善的学习和信心有关.
- 校园气候显著影响学生的归属感.
研究的目的:
- 检查包容性校园气候在培养在临床实习期间本科护理学生的归属感的作用.
- 为护理讲师提供建议,以创造包容性的临床学习环境.
主要方法:
- 该研究审查了关于护理教育,临床安置,校园气候和学生归属感的现有文献.
- 它综合了理论框架和创造包容性环境的实际含义.
主要成果:
- 包容性的临床环境增强护理学生的归属感.
- 一个积极的校园气候支持护理身份,信心和自尊的发展.
- 归属感是临床实习期间积极教育成果的关键因素.
结论:
- 护理教师必须在临床学习环境中积极培养包容性气候.
- 为学生创造归属感对于成功的护理教育和专业发展至关重要.
- 实施具体的包容性战略可以提高学生的学习和护理课程的留学率.
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