Gopee N
Coventry University, School of Health and Social Sciences, Gulson Campus, Coventry.
Br J Nurs. 2000;9(8):502-6. doi: 10.12968/bjon.2000.9.8.6308.
The way in which nurse lecturers can use paid educational leave (sabbaticals) to develop their own clinical competence is addressed in this article, the second of two parts. The first part (Vol 9(7): 440-4) used Johns' (1998) model of structured reflection to explain the nature of an actual clinical sabbatical. This second part will address the other elements of the model. It focuses on the factors that influenced the decisions made, alternative strategies and the learning that occurred during the author's 3-month leave.
本文是系列文章的第二篇，探讨了护士讲师如何利用带薪教育休假（学术休假）来提升自身临床能力。系列文章的第一篇（第9卷第7期：440 - 444页）运用约翰斯（1998年）的结构化反思模型来阐释一次实际临床学术休假的本质。第二篇将阐述该模型的其他要素，重点关注影响决策的因素、替代策略以及作者在3个月休假期间所获得的学习成果。
