A Study on Systematization of clinical practicum education of Experience type

摘要本研究旨在探讨经验型精神科护理实习的教育效果。这些课程反映了师生关系，包括《护理临床实践导论》、《成人护理临床实践导论》和《精神病学护理实践导论》。在《护理临床实践导论》中，教师通常会向学生提供知识和技能，就像第一次实习一样。然而，教师能够提高学生的学习经验，适当地利用学生的兴趣，因为他们的教学是基于体验式护理实习的概念。在《成人护理临床实习》中，针对教师实施体验式教育所需具备的八种能力进行了案例研究：(1)信任学生的学习能力；(2)提供适宜学习环境的能力；(3)更了解学生；(4)对患者的理解；(5)语言表达能力；（六）掌握处境的能力；(7)临床教育判断能力；(8)教学技巧。结果表明，教师在(1)、(5)、(6)、(7)、(8)中遇到困难。此外，研究结果指出，需要探索教学策略，既要尊重学生的体验，同时也要考虑患者的护理。在《精神病学护理实习导论》中，教师与实习现场培训负责人在角色扮演课程和研讨会上密切合作。这些合作经验改善了大学员工和培训负责人之间的关系，并建立了对未来以经验为基础的实习需要采取的方向和具体策略的共同理解。他们还为讲师和培训负责人提供了反思自己的教学和提高教学技巧的机会。少

The purpose of the present study was to examine the educational effects of experience-based psychiatric nursing practicum. The courses, in which instructor-student relationships were reflected on, were Introduction to Clinical Practice of Nursing, Clinical Practice of Adult Nursing, and Introduction to Psychiatric Practice of Nursing.In Introduction to Clinical Practice of Nursing, instructors often provided students with knowledge and skills as is often the case with the very first practicum. However, the instructors were able to enhance student learning experience making appropriate use of the students' interests as they based their teaching on the concepts of experience-based nursing practicum.In Adult Nursing Clinical Practicum, case studies were conducted in reference to the following eight abilities that instructors supposedly need in order to practice experience-based education: (1)trust in students' learning ability; (2) ability to offer appropriate learning environment; (3) un … More derstanding of students; (4) understanding of patients: (5) verbal ability; (6) ability to grasp circumstances in which one is situated; (7) ability of clinical education judgment; and (8) instructional skills. The results indicated that instructors experienced difficulty in (1), (5), (6), (7), and (8). Furthermore, the results pointed out to the needs to explore instructional strategies so as to not only respect students' experience, but also to take patient care into consideration at the same time.In Introduction to Psychiatric Nursing Practicum, instructors worked closely with practicum site training leaders in role-play sessions and workshops. These collaborative experiences resulted in better relationships between the university staff and training leaders and establishment of common understanding of the directions and concrete strategies that the experience-based practicum needs to take in future. They also provided the instructors and training leaders with opportunities to reflect on their own instruction and enhance teaching skills. Less