Grealish Laurie, Lucas Nikki, Neill James, McQuellin Carmel, Bacon Rachel, Trede Franziska
University of Canberra, ACT 2601, Australia.
Nurse Educ Today. 2013 Jul;33(7):714-9. doi: 10.1016/j.nedt.2012.11.017. Epub 2012 Dec 20.
In Australia, the Federal government's agenda to increase clinical training places to address the forecast shortfall of nurses is driving innovation in clinical education. A student leadership model of clinical education, named the Student Nurse Led Ward model, was designed for the aged care context to provide a high number of clinical placements for pre-service Bachelor of Nursing students in an under-utilized clinical education setting.
The research aimed to determine the viability of the innovation by (1) developing a preliminary understanding of what students were learning and (2) exploring stakeholders' perceptions about student learning.
A mixed methods design included an ageing knowledge test and ageing attitudes survey, both administered before and after the placement, student narratives of a learning event written after the placement, as well as focus group and individual interviews with stakeholders.
Three residential aged care facilities partnering with one university in one Australian jurisdiction.
Included 35 of the 45 students who began placement in the aged care facilities during one semester, a convenience sample of 15 staff and each of the managers and educators from the three agencies.
Descriptive statistical analysis of student pre-post knowledge test and attitude survey, hermeneutic analysis of student narratives, and content analysis of individual and group interview data.
There was an increase in student knowledge around sensory changes, delirium, and drug reactions in older people. There was a slight increase in students' expression of ageist attitudes following the clinical experience. The clinical educator position was considered to be critical to the success of the model.
This Student Nurse Led Ward model is a viable model to increase clinical placements, with preliminary evidence in this study suggesting that students benefit through increased knowledge, understanding and capacity to work with older people.
在澳大利亚，联邦政府增加临床培训名额以应对预计的护士短缺问题的议程正在推动临床教育领域的创新。一种名为“学生主导病房模式”的临床教育学生领导力模式专为老年护理环境设计，旨在在未充分利用的临床教育环境中为护理专业本科预科学生提供大量临床实习机会。
该研究旨在通过（1）初步了解学生所学内容以及（2）探索利益相关者对学生学习的看法，来确定该创新模式的可行性。
一种混合方法设计包括在实习前后进行的老年知识测试和老年态度调查、实习后撰写的学生学习事件叙述，以及与利益相关者的焦点小组和个人访谈。
澳大利亚一个司法管辖区内与一所大学合作的三家老年护理机构。
包括在一个学期内在老年护理机构开始实习的45名学生中的35名、15名工作人员的便利样本以及来自三个机构的经理和教育工作者。
对学生实习前后的知识测试和态度调查进行描述性统计分析、对学生叙述进行诠释分析以及对个人和小组访谈数据进行内容分析。
学生在老年人感官变化、谵妄和药物反应方面的知识有所增加。临床实习后，学生对年龄歧视态度的表达略有增加。临床教育工作者的职位被认为对该模式的成功至关重要。
这种“学生主导病房模式”是增加临床实习机会的可行模式，本研究的初步证据表明，学生通过增加知识、理解和与老年人合作的能力而受益。
