本科护理学生在临床实践中对学习的看法,当使用基于慈善关怀观点的概念学习模型时:现象学研究
Maria Koldestam1,2, Gunilla Lindqvist2, Anders Broström3,4,5
1Department of Accident and Emergency, Region Jönköping County, and Department of Medical and Health Sciences, Linköping University, Jönköping, Sweden.
Scandinavian journal of caring sciences
|April 24, 2025
概括
改善学习成果模型 (MILO) 促进了护理学生在临床实践中对知识的综合. 然而,在模型中的同行学习对学生的学习有所矛盾.
科学领域:
- 护理教育 护理教育
- 临床实践 临床实践
- 学习理论学习理论
背景情况:
- 实施了一种新的概念学习模型,以解读学和慈善关怀为基础.
- 这个模型整合了教学,护理,病理生理学和医学,以增强学生的学习.
- 它旨在在临床环境中解决护理和学习中的伦理价值观.
研究的目的:
- 探索本科护理学生对学习的看法.
- 用学习成果改善模型 (MILO) 描述学习体验的变化.
- 了解慈善关怀视角对临床学习的影响.
主要方法:
- 具有现象学方法的定性描述性设计.
- 与20名本科护理学生进行半结构化个人采访.
- 数据分析的重点是通过MILO识别学习理解的差异.
主要成果:
- 学生学习感知的五个类别出现了,用比喻来说明.
- 隐喻包括跨越学习门,并融入关怀的精神.
- 其他主题涉及个人对学习的投资和环境影响.
结论:
- 国际护理组织 (MILO) 模式促进了专业护理的伦理,美学,理论和实践知识的综合.
- 学生认为在模型中使用同行学习存在矛盾.
- 该模型通过综合知识来支持护理护士的发展.
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