Doyle Louise, O'Brien Frances, Timmins Fiona, Tobin Gerard, O'Rourke Frank, Doherty Lena
School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland.
Nurse Educ Pract. 2008 Mar;8(2):129-39. doi: 10.1016/j.nepr.2007.09.007. Epub 2007 Nov 13.
Internationally the preparation and ongoing education of nurses continues to evolve in response the changing nature of both nursing and health care. The move into third level structures that has taken place in countries such as the UK and the Republic of Ireland, results in new challenges to the historical fabric of nurse education. One such challenge is monitoring of nursing students' attendance. Viewed by students as a patriarchal and draconian measure, the nursing profession historically value their ability to ensure the public and professional bodies that nursing students fully engage with educational programmes. University class sizes and the increased perception of student autonomy can negate against formalised monitoring systems. This paper reports on an evaluation of one such monitoring system. The findings revealed that attendance was recognised implicitly by nurse educators as an important learning activity within these programmes results and that current methods employed were less than reliable and so did little to appropriately control the phenomenon. Subsequent to the evaluation; a standardised approach to the measurement of absenteeism was employed. Deliberate short-term absence was a feature of this group. Reasons cited included travelling long distances, dissatisfaction with programme timetables and personal reasons. Preventative measures employed included improvement in student timetable delivery.
在国际上，护士的培养及持续教育不断发展，以应对护理和医疗保健不断变化的性质。在英国和爱尔兰共和国等国家向三级结构的转变，给护士教育的历史架构带来了新挑战。其中一个挑战是对护理专业学生出勤情况的监测。护理专业学生将其视为家长式的严厉措施，而从历史上看，护理行业重视自身确保护理专业学生充分参与教育课程，从而向公众和专业机构负责的能力。大学班级规模以及学生自主性增强的观念可能对正式的监测系统产生不利影响。本文报告了对这样一个监测系统的评估。研究结果显示，护士教育工作者默认出勤是这些课程成果中的一项重要学习活动，且目前采用的方法可靠性不足，因此在适当控制这一现象方面作用不大。评估之后，采用了一种标准化的旷课测量方法。故意短期缺勤是这一群体的一个特点。所列举的原因包括路途遥远、对课程时间表不满意以及个人原因。所采取的预防措施包括改进学生课程时间表的安排。
