Laschinger H K, MacMaster E
Faculty of Nursing, University of Western Ontario, London, Canada.
J Nurs Educ. 1992 Jun;31(6):258-64. doi: 10.3928/0148-4834-19920601-07.
Kolb's (1984) theory of experiential learning was used as a framework to study 50 baccalaureate nursing students' perceptions of the contributions of a senior preceptorship experience to the development of adaptive competencies. Nursing learning environments were thought to contribute most to divergent and convergent competencies, reflecting the importance of both people-oriented and scientific skills in nursing. The preceptorship had a significant impact on most learning competencies. Significant increases occurred in competencies considered not important for nursing by students prior to the experience, e.g., assimilative competencies such as testing theories and ideas, and accommodative competencies such as leading and influencing others. These results support the notion of further research of nursing learning environments from the experiential learning perspective.
科尔布（1984）的体验式学习理论被用作一个框架，以研究50名护理学本科学生对高级导师指导经历对适应性能力发展所做贡献的看法。护理学习环境被认为对发散性和聚合性能力贡献最大，这反映了护理中以人为本技能和科学技能的重要性。导师指导对大多数学习能力有显著影响。在该经历之前，学生认为对护理不太重要的能力有显著提升，例如测试理论和观点等同化能力，以及领导和影响他人等顺应能力。这些结果支持了从体验式学习角度对护理学习环境进行进一步研究的观点。
