School of Nursing and Midwifery, Research Centre for Clinical & Community Practice Innovation, Griffith Institute of Health and Medical Research, Griffith University, Nathan, 4111, Queensland Australia.
Nurse Educ Today. 2013 May;33(5):504-11. doi: 10.1016/j.nedt.2012.03.001. Epub 2012 Mar 28.
Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner.
学习圈是一种促进批判性审视和反思实践的方法，旨在促进个人和组织的成长和变革。作者改编和开发了一种学习圈策略，以促进注册护士、临床领导、临床促进者和学生之间的公开对话，对实践经验进行批判性反思，以促进积极的学习环境。本文报告了对在工作场所创建有效的学习社区过程中使用的批判性反思过程中记录的现场笔记的分析。在 3 个月的时间里，利用在职期间（即上午和下午轮班之间用于专业教育的时间）共进行了 19 次学习圈活动，有 56 名护士、33 名学生和 1 名大学雇佣的临床主管参加。每次讨论的参与率从 3 到 12 人不等。通过学习圈讨论中使用的四步批判性反思模型确定的临床学习问题的内容分析中出现了 10 个主题。四步批判性反思模型允许参与者反思临床学习问题，并在安全的环境中提出这些问题，使这些问题能够以共同合作的方式受到挑战和探索。
