Mitchell Gail J, Bournes Debra A, Hollett Jane
York University, Toronto, Ontario, Canada.
Nurs Sci Q. 2006 Jul;19(3):218-24. doi: 10.1177/0894318406289488.
Nurses working on an orthopedic surgery and rheumatology unit in a large teaching hospital in Canada participated in a 24-month research project to evaluate what happens when nurses are provided 20% of their time for the purpose of learning and self-development. Half of the teaching-learning was aligned with the commitment of the organization to advance patient-centered care, and in particular patient-centered care guided by the nursing theory, human becoming. The other half was self-directed by nurse participants according to their learning interests and self-development priorities. The purpose of this column is to describe the teaching-learning and mentoring processes in which the nurses were engaged and to highlight the subsequent changes in nursing practice that have happened on the unit from the perspectives of nurse participants.
加拿大一家大型教学医院的骨科手术与风湿病科的护士参与了一项为期24个月的研究项目，以评估当护士有20%的时间用于学习和自我发展时会发生什么。一半的教学与该组织推进以患者为中心的护理的承诺相一致，特别是以护理理论“人类成长”为指导的以患者为中心的护理。另一半则由护士参与者根据他们的学习兴趣和自我发展重点自行安排。本专栏的目的是描述护士所参与的教学与指导过程，并从护士参与者的角度突出该科室护理实践随后发生的变化。
