Laschinger H K
Faculty of Nursing, University of Western Ontario, London.
J Prof Nurs. 1992 Mar-Apr;8(2):105-14. doi: 10.1016/8755-7223(92)90070-f.
Kolb's experiential learning theory (ELT) was used as a framework to study 179 generic baccalaureate students' perceptions of the contributions of different types of nursing learning environments to development of adaptive competencies described in the theory. In addition, students in each of the 4 years of the program were asked to describe their perceptions of the importance of Kolb's adaptive competencies for successful functioning in nursing settings as well as to rate their personal levels of skill on each competency. 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. Clinical experiences and the senior preceptorship experience contributed significantly more to the development of these competencies than typical nursing classes and nonnursing classes. Students considered assimilative competencies--such as testing theories--and ideas and accommodative competencies--such as leading and influencing others--relatively unimportant to successful functioning in nursing learning environments. Implications for nursing education are discussed.
科尔布的经验学习理论（ELT）被用作一个框架，以研究179名普通本科护理专业学生对不同类型的护理学习环境对该理论中所描述的适应能力发展的贡献的看法。此外，该课程四年中的每一年的学生都被要求描述他们对科尔布的适应能力对于在护理环境中成功发挥作用的重要性的看法，并对他们在每项能力上的个人技能水平进行评分。护理学习环境被认为对发散性和聚合性能力的贡献最大，这反映了护理中以人为本技能和科学技能的重要性。与典型的护理课程和非护理课程相比，临床经验和高级导师指导经验对这些能力的发展贡献要大得多。学生们认为诸如检验理论等同化能力以及诸如领导和影响他人等顺应能力对于在护理学习环境中成功发挥作用相对不重要。文中讨论了对护理教育的启示。
