Forneris Susan G, Peden-McAlpine Cynthia J
College of St. Catherine, USA.
Int J Nurs Educ Scholarsh. 2006;3:Article 17. doi: 10.2202/1548-923X.1254. Epub 2006 Apr 13.
Nursing educators need to continue to explore ways that new pedagogies such as narrative pedagogy and reflective practice inform and extend students' thinking in classroom and clinical situations. The goal of instruction becomes creating an opportunity for learning that integrates content knowledge with knowledge of the context. Educational methodologies that incorporate the use of context in a reflective, dialogical approach over time hold much promise in developing a dynamic process of thinking in practice. Contextual learning is a reflective learning intervention that offers new possibilities for nurse educators to prepare nurses to think critically in practice. In this expository paper the design and instructional methodology of contextual learning is discussed, beginning with a brief overview of the nature of critical thinking and the use of narrative as major underpinnings in the development of this intervention. Examples of how the intervention was implemented with novice nurses in practice is provided. Finally, reflections on how the intervention could be refined for nursing students is offered.
护理教育工作者需要继续探索新的教学方法，如叙事教学法和反思性实践，如何在课堂和临床情境中启发并拓展学生的思维。教学的目标是创造一个学习机会，将内容知识与情境知识整合起来。随着时间的推移，采用反思性、对话性方法并融入情境运用的教育方法，在培养实践中的动态思维过程方面具有很大潜力。情境学习是一种反思性学习干预措施，为护理教育工作者培养护士在实践中进行批判性思考提供了新的可能性。在这篇说明文里，将讨论情境学习的设计和教学方法，首先简要概述批判性思维的本质以及叙事在这种干预措施发展中的主要支撑作用。文中还提供了该干预措施在新手护士实践中实施的示例。最后，对如何为护理专业学生改进这种干预措施进行了思考。
