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校园与实践之间的桥梁? 在临床护理教育中整合学习和评估的"边界对象"的障碍
Malou Stoffels1,2,3, Louti A Broeksma1, Margot Barry4
1Amsterdam UMC, Vrije Universiteit Amsterdam, Faculty of Medicine, Research in Education, Amsterdam, The Netherlands.
障碍物阻碍了将边界对象整合到护理教育中. 解决相互矛盾的要求和改善学校与实践之间的合作对于有效的临床学习至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 护理教育 护理教育
- 临床学习 临床学习
背景情况:
- 投资组合,任务和评估标准在临床教育中充当边界对象.
- 这些工具可以弥合学术学习和实际应用之间的差距.
- 然而,它们通常被认为是耗时的,在临床环境中缺乏价值.
研究的目的:
- 调查学习和评估中整合边界对象的障碍.
- 从文化历史活动理论 (CHAT) 的角度分析这些障碍.
- 专注于临床护理教育.
主要方法:
- 与教育工作者,主管和学生进行了19次采访和5次观察.
- 收集的边界对象,如评估标准和反模板.
- 使用CHAT进行数据收集和主题分析.
主要成果:
- 确定了障碍:相互矛盾的评估要求,多样化的分析技能应用,以及自我调节的学习工具的整合不足.
- 同时使用边界对象进行学习和评估,扩大了这些障碍.
- 根本问题包括不同的学校/实践目标和劳动力分配紧张局势.
结论:
- 学校和实践共享一些学习优先级,但也有不同的优先级.
- 边界对象可以增强学习连续性和临床实践的理解.
- 有效的整合需要灵活的规则,以协作患者护理学习.
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