Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to 'think like a nurse'
Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to 'think like a nurse'
复制标题
DOI：
10.1016/j.nepr.2019.05.018
复制
发表时间：
2019-07-01
影响因子：
3.2
通讯作者：
Ramsbotham, Joanne
中科院分区：
文献类型：
--
作者：
Theobald, Karen A.;Ramsbotham, Joanne
在护理学士课程中引入新的教学和学习方法时，预计会有一段时间的重新谈判。本研究以社会建构主义框架为基础，采用行动研究来揭示实施基于探究的学习方法时的互动，挑战和结果，以支持学生的临床推理和像护士一样思考的能力的发展。数据收集涉及32个辅导组（600名一年级学生和8名教师）在学期的前两周的非参与性观察。Charmaz的社会建构主义方法为分析提供了信息。研究结果揭示了三个相互关联的结构：选择和退出（学生），驾驶和克制（教师）和创造和实现新的理解（学生和教师）。引入一种新的方法需要有意识的规划和故意的行为改变代表教师和学生。采用探究式学习方法，以个案为例，加入临床推理、调查提示和学习支架，协助学生“像护士一样思考”。
A period of re-negotiation is expected when introducing a new teaching and learning approach in a Bachelor of Nursing course. This study, underpinned by a social constructivist framework, used action research to uncover the interactions, challenges and outcomes when implementing an inquiry-based learning approach to support the development of students' clinical reasoning and capability to think like a nurse. Data collection involved nonparticipant observation of 32 tutorial groups (600 first-year students and 8 teachers) over the first two weeks of semester. Analysis was informed by Charmaz's social constructivist approach. The findings revealed three interconnected constructs: opting in and out (students), Driving and refraining (teachers) and Creating and realising new understandings (both students and teachers). Introducing a new approach necessitated conscious planning and deliberate behaviour change on behalf of the teacher and student. Use of an inquiry-based learning approach which embedded clinical reasoning, investigative prompts and learning scaffolds in the form of case exemplars assisted students to 'think like a nurse'.