Flood Lisa Sue, Robinia Kristi
Northern Michigan University, 1401 Presque Isle Avenue, Marquette, MI 49855-5301, USA.
Northern Michigan University, 1401 Presque Isle Avenue, Marquette, MI 49855-5301, USA.
Nurse Educ Pract. 2014 Aug;14(4):329-32. doi: 10.1016/j.nepr.2014.02.002. Epub 2014 Feb 12.
Nursing students often feel their classroom (didactic) learning and clinical (practice) experiences are disconnected which can lead to a rejection of academe and dissatisfaction with the profession. This classroom/clinical divide may be exacerbated because of the increased use of part-time clinical faculty, who are often isolated from their didactic peers. If clinical faculty, either novice or experienced, are disconnected from didactic faculty, is it any wonder students feel their learning is fragmented? The purpose of this paper is to discuss strategies to help bridge the gap between didactic and clinical learning. Specific integration strategies for faculty are presented using examples from a baccalaureate adult nursing didactic course and its related clinical course. The role of a clinical coordinator in facilitating course integration and support for part-time clinical faculty is described. Ideas for using technology to enhance learning and suggestions to promote socialization to decrease faculty isolation are also discussed.
护理专业学生常常觉得他们的课堂（理论）学习与临床（实践）体验脱节，这可能导致他们排斥学术圈并对该专业感到不满。由于兼职临床教师的使用增加，这种课堂与临床之间的鸿沟可能会加剧，而兼职临床教师往往与他们的理论教学同行相隔离。如果临床教师，无论是新手还是经验丰富的教师，都与理论教学教师脱节，那么学生觉得他们的学习是碎片化的也就不足为奇了。本文的目的是讨论帮助弥合理论教学与临床学习之间差距的策略。通过一个护理学学士成人护理理论课程及其相关临床课程的例子，介绍了针对教师的具体整合策略。描述了临床协调员在促进课程整合以及为兼职临床教师提供支持方面的作用。还讨论了利用技术来加强学习的想法以及促进社交以减少教师孤立感的建议。
