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模拟后汇报作为自我反思和提高意识的脚石 - - 一项定性研究
Sissel Eikeland Husebø1, Inger Åse Reierson2, Anette Hansen2
1Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Post Box 8600, 4036, Stavanger, Norway. sissel.i.husebo@uis.no.
Advances in simulation (London, England)
|August 13, 2024
概括
护理学生认为辅导员对于在模拟后汇报期间的反思至关重要. 这种指导过程提高了专业发展意识,并加深了基于模拟的教育中的学习.
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:
- 学生参与模拟课程开发对于深度学习至关重要.
- 很少有研究探讨学生对解答策略的看法.
- 需要了解学生对模拟后汇报的看法.
研究的目的:
- 探索护理学生对模拟后汇报的观点.
- 从学生的角度来看,从学生的角度来看,识别有效汇报的关键元素.
主要方法:
- 定性,探索性,描述性的设计.
- 焦点小组采访挪威本科护理学生.
- 用于数据分析的系统文本缩写.
主要成果:
- 辅导员充当催化剂,指导学生在汇报期间的反思.
- 学生获得了对专业发展和模拟场景的新见解.
- 两个主要主题出现了:"促进者作为反思的催化剂"和"提高意识的过程".
结论:
- 辅导员在指导学生反思和专业发展方面发挥着至关重要的作用.
- 学生的观点强调了调解者指导在汇报中的重要性.
- 有效的解答会提高模拟中的学习和意识.
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