Clinical education in nursing: Rethinking learning in practice settings
Clinical education in nursing: Rethinking learning in practice settings
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DOI：
10.1016/j.outlook.2013.12.004
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发表时间：
2014-05-01
期刊：
影响因子：
4.3
通讯作者：
Ebright, Patricia
中科院分区：
文献类型：
--
作者：
Ironside, Pamela M.;McNelis, Angela M.;Ebright, Patricia
临床教育是一个时间和资源密集型方面的当代护理计划。尽管在学科的临床经验学习护理的中心地位的广泛协议，鲜为人知的是，如果以及如何目前的临床经验有助于学生的学习和准备实践。在进行测试特定教育干预措施的大规模研究之前，重要的是要了解临床经验中目前发生的情况。这项研究，由国家护理委员会的国家理事会资助，研究了当代临床教育的性质，通过描述学生和教师的经验，在三个地理位置不同的大学在美国。研究结果表明，教师和学生的重点任务完成持续存在，往往掩盖了更复杂的方面学习护理实践。
Clinical education is a time- and resource-intensive aspect of contemporary nursing programs. Despite widespread agreement in the discipline about the centrality of clinical experiences to learning nursing, little is known about if and how current clinical experiences contribute to students' learning and readiness for practice. Before large-scale studies testing specific educational interventionals can be conducted, it is important to understand what currently occurs during clinical experiences. This study, funded by the National Council of State Boards of Nursing, examined the nature of contemporary clinical education by describing students' and faculty's experiences at three geographically diverse universities in the United States. Findings suggest that teachers' and students' focus on task completion persists and often overshadows the more complex aspects of learning nursing practice.