School of Nursing, Samuel Merritt University, Oakland, California 94609, USA.
Int J Ment Health Nurs. 2012 Feb;21(1):60-8. doi: 10.1111/j.1447-0349.2011.00755.x. Epub 2011 Jun 16.
With the popularity of accelerated pre-licensure nursing programmes and the growth in nursing student enrolments, traditional clinical education continues to be a challenge to deliver. Nursing faculty members are required to develop and implement educational innovations that achieve effective learning outcomes, while using fewer resources. The purpose of this qualitative study was to explore the effectiveness of a constructivism-based learning project to achieve specific learning outcomes and to supplement approximately 30 clinical hours in a psychiatric-mental health nursing course. Students participated in a 10-week, multistage project that examined life histories, treatment resources, and evidence-based practice, as applied to a single individual with a mental illness. Students reported increased understanding of mental health and illness, developed personal relevance associated with the knowledge gained, and learned to problem solve with regard to nursing care of individuals diagnosed with mental illness. For many students, there also appeared to be a reduction in stigmatized attitudes towards mental illness. Constructivism-based learning is a promising alternative to supplement clinical hours, while effectively achieving learning outcomes. Future research is needed to further validate the use of this method for the learning of course content, as well as the reduction of stigma.
随着加速护理执业前课程的普及和护理专业学生人数的增长，传统的临床教育仍然是一个挑战。护理教师需要开发和实施教育创新，以实现有效的学习成果，同时使用更少的资源。本定性研究的目的是探讨基于建构主义的学习项目在实现特定学习成果方面的有效性，并补充精神病学护理课程中大约 30 个临床小时的教学内容。学生们参与了一个为期 10 周的多阶段项目，该项目考察了个人的生活史、治疗资源和循证实践，这些都适用于患有精神疾病的单个个体。学生们报告说，他们对心理健康和疾病有了更深入的了解，对所学知识产生了个人共鸣，并学会了解决与诊断患有精神疾病的个人护理相关的问题。对许多学生来说，对精神疾病的污名化态度似乎也有所减少。基于建构主义的学习是一种有前途的替代方法，可以补充临床教学时间，同时有效地实现学习成果。需要进一步的研究来验证这种方法在课程内容学习和减少污名化方面的应用。
