On learning in the clinical environment.
On learning in the clinical environment.
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DOI：
10.1007/s40037-018-0441-x
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发表时间：
2018-08
影响因子：
3.6
通讯作者：
Liljedahl M
中科院分区：
文献类型：
--
作者：
Liljedahl M
临床环境已越来越多地被认为是医疗保健专业教育中学习的重要环境。特别是，研究人员强调，有必要提高对工作场所学习的社会性质的认识。本研究旨在探讨医学及护理本科生职场学习之现况。本论文从社会文化的角度看待学习，并采用了一种嵌入在解释性调查传统中的定性方法。本论文共包括四个连续的研究，第一个是根据质性描述设计的，而其他三个是民族志的方法。通过个别访谈和实地观察收集数据。研究方法采用内容分析法和主题分析法。对于医学生来说，工作场所的学习需要以医疗团队边缘成员的身份参加各种活动。医学生展示了一种适应性的工作场所学习方法。对于护理专业的学生来说，工作场所的学习包括被委托负责病人的护理，以及需要与工作场所的基本价值观进行谈判。护理专业学生对职场学习表现出犹豫态度。工作场所学习是建立在不同的理论观点的学习在医疗和护理环境分别。在论文中的主要信息认为，在工作场所学习的学生作为一个强大的和积极的利益相关者的升级，以免把学生视为被动的消费者的临床教育。
The clinical environment has been increasingly acknowledged as an important setting for learning within healthcare professional education. In particular, researchers have highlighted the need to advance the knowledge on the social nature of learning in the workplace setting. The aim of the thesis was to explore workplace learning among undergraduate medical and nursing students. The thesis adopted a socio-cultural perspective on learning and employed a qualitative approach embedded in an interpretative tradition of inquiry. Four consecutive studies were included in the thesis, the first one designed according to qualitative description whereas the other three had an ethnographic approach. Data were collected through individual interviews and field observations. Content analysis and thematic analysis were employed. For the medical students, workplace learning entailed access to a variety of activities in the role of a marginal member of the healthcare team. Medical students demonstrated an adaptive approach to workplace learning. For the nursing students, workplace learning involved being entrusted to hold responsibility for patient care and the need to negotiate their basic values with those of the workplaces. Nursing students showed a hesitant approach to workplace learning. Workplace learning was built upon varying theoretical perspectives of learning in the medical and nursing contexts respectively. The main message in the thesis argued for an upgrading of students as a powerful and active stakeholder in workplace learning, so as not to view students as passive consumers of clinical education.
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影响因子：
3.8
作者：
Levett-Jones, Tracy;Lathlean, Judith;McMillan, Margaret
通讯作者：
McMillan, Margaret
影响因子：
6
作者：
Boor, Klarke;Scheele, Fedde;Scherpbier, Albert J. J. A.
通讯作者：
Scherpbier, Albert J. J. A.
影响因子：
3.6
作者：
Liljedahl, Matilda;Bjorck, Erik;Laksov, Klara Bolander
通讯作者：
Laksov, Klara Bolander
影响因子：
6
作者：
Bleakley, A
通讯作者：
Bleakley, A
影响因子：
3.2
作者：
Levett-Jones, Tracy;Lathlean, Judith
通讯作者：
Lathlean, Judith