概括
经验式学习理论通过引导学生将临床经验与课程目标联系起来,从而增强社区健康护理教育. 这种方法改善了在弱势群体评估中本科护理学生的学习.
科学领域:
- 护理教育 护理教育
- 社区卫生护理
- 经验式学习 经验式学习
背景情况:
- 本科护理学生面临的挑战是将社区健康临床经验与课程目标联系起来.
- 评估弱势群体和开发基于证据的干预措施是关键的课程要求.
- 学生经常难以将现实世界的实践与学术学习目标联系起来.
研究的目的:
- 描述科尔布体验式学习理论在本科社区卫生护理临床课程中的应用.
- 通过弥合临床经验和教育目标之间的差距来增强学生的学习.
- 为改善社区护理教育提供框架.
主要方法:
- 科尔布的体验式学习理论得到了实施.
- 在临床后的经验中使用了指导自我反思过程.
- 这项研究涉及本科护理学生在他们的最后一个学期.
主要成果:
- 引导反思促进了临床经验转化为概念理解.
- 学生成功地将基于社区的经验与学习目标联系起来.
- 这种方法改善了实践与学术要求之间的联系.
结论:
- 科尔布的体验式学习理论显著增强了社区卫生护理临床教育中的学生学习.
- 不断变化的教学和实践环境需要适应性的教学方法.
- 这种方法为护理教育提供了一个变革性的模式.
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